Moderating Effect of Learning styles on the relationship of quality and satisfaction of e-Learning context

이러닝의 품질특성과 만족도에 관한 학습유형의 조절효과

  • 안동희 (한국산업기술대학교 경영학부)
  • Received : 2017.10.12
  • Accepted : 2017.12.20
  • Published : 2017.12.28


This study aims to explore the effect of quality factors and learning styles on users' satisfaction in e-Learning context. For this purpose, statistical methods such as reliability test, factor analysis, ANOVA, regression analysis were carried out using the survey data from university students. The quality factors of e-Learning were classified into contents, system, service, and interpersonal activities while learning styles were classified into positive-cooperative, self-directed, environmental-dependent, and passive styles. The results showed that each quality factors of e-Learning has a strong positive effect on user satisfaction, and self-directed group has higher satisfaction than other groups. Learning styles have moderating effects on the quality-satisfaction relationship, and especially, the group of passive learning style has a strong moderating effect on the interpersonal activities. Theoretical and practical implications and future research directions are drawn from these findings.


e-Learning;Quality factors;Learning styles;System satisfaction;Moderating effect


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