• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.958-968
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• 2011

The purpose of the present study is to verify the structural relationship among motivation to participate, organizational support, satisfaction and learning outcome in lifelong education. The survey was conducted on the learners who enrolled in "A" lifelong education center in the first semester of 2011 and structural equation modeling analysis were used. A total of 151 respondents were analyzed for this study. The major findings of this research are as follow: First, motivation to participate factor has an influence on the satisfaction and learning outcomes. Second, organizational support factor has an influence on the satisfaction, but not on the learning outcomes. Third, learners' satisfaction have direct effects on the learning outcomes. Furthermore, learners' satisfaction mediated causal relationship between motivation to participate and learning outcomes. This study proposed implications and managing strategies that enhance satisfaction of female adult learners in lifelong education environment and learning outcomes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.3
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• pp.364-372
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• 2016

This study examined the multi-phrased effects and outcomes of adult female learners who participated in lifelong learning activities, as well as the proposed structural relationships among the five latent variables. Questions established to achieve the purpose of the study are as follow: What effects do the learner's characteristics, lifelong education institutions, learning flow, and learning satisfaction have on the learning come? The participants of the survey numbered 632, but 54 respondents who were unreliable or did not complete their survey were excluded. A total of 578 cases were analyzed for this research. The structural relationships among the five latent variables-learner's characteristics, lifelong education institutions, learning flow and learning satisfaction, and learning outcome of the adult female learners-AMOS 18.0 program were also used for structural analysis. The major findings of this research are as follows. First, the model fitness showed that the hypothetical model provided a reasonable fit to the data ${\chi}^2=224.267$ (df=69, p<.001), RMSEA=.062, TLI=.943, RFI=.920, CFI=.957, IFI=.957, NFI=.939. Second, the learner's characteristics ( =.218, p<.001) and lifelong education institutions ( =.301, p<.001) have a direct effect on the learning outcomes. The learning flow ( =-.149 p=.541) does not have a direct effect on the learning outcome. Learning satisfaction ( =.405 p<.001) have a direct effect on the learning outcome. To put findings above together, in respect to adult female learners' performances, the learning outcomes are influenced directly by the learner characteristics, conditions of the lifelong education institutions, and learning satisfaction, whereas satisfaction indirectly affects the learners' learning outcome.