A Study on the Relationships of Adult e-Learning Learners’ Teaching Presence, Self-Efficacy toward e- Learning, and Learning Satisfaction: Focused on the Mediating Effect of Learning Presence and Learning Flow

The purpose of this study was to identify the relationships among teaching presence, learning presence, self-efficacy toward e-Learning, and learning flow, which were influencing learning satisfaction of adult e-Learning learners regarding their learning effectiveness. The participants were adult eLearning learners who had taken one or more e-Learning course(s) since age 24 and were not included undergraduate and graduate students. A total of 350 valid data were analyzed by using SEM (Structural Equation Modeling), Mplus, and bootstrapping. The results were as follows: First, all the variables considered in this study were statistically significant except the case of selfefficacy (SE) on emotional presence (EP), learning flow (LF), and learning satisfaction (LS), as well as the case of cognitive presence (CP) on LF. Second, CP, EP, and LF mediated between teaching presence (TP) and LS except the case of CP passing through LF. However, CP, EP, and LF had no mediating effect between SE and LS, except the case of CP mediating between them. Third, TP most heavily affected LS.