Predictors for learning flow and learner satisfaction in mobile learning
Abstract: Mobile learning in higher education, especially in online universities in South Korea, has been rapidly grown. However, the factors relevant to the success of mobile learning has not been explored sufficiently yet. This study hypothesized that learners’ perceived level of presence and the quality of mobile learning service would influence learning flow and learners’ satisfaction. The purpose of this study is to investigate the structural relationships among teaching presence, cognitive presence, social presence, service quality, learning flow, and learners’ satisfaction in mobile learning. Survey data collected by 255 learners who completed mobile-supported courses offered by an online university in South Korea were analyzed using structural equation modeling. The results suggest that cognitive presence, social presence, and service quality have direct effects on learning flow, and that cognitive presence, service quality, and learning flow have direct effects on learners' satisfaction