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Identification of the Structural Relationship between Goal Orientation, Teaching Presence, Approaches to Learning, Satisfaction and Academic Achievement of Online Continuing Education Learners
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 Title & Authors
Identification of the Structural Relationship between Goal Orientation, Teaching Presence, Approaches to Learning, Satisfaction and Academic Achievement of Online Continuing Education Learners
Joo, YoungJu; Chung, Aekyung; Choi, Miran;
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The purpose of this study is to investigate the structural relationships among goal orientation, teaching presence, approaches to leaning, satisfaction and academic achievement. For this study, the web survey was administered to 235 learners who participated in distance lifelong education centers of A, B, and C university in South Korea. Structural equation modeling (SEM) analysis was conducted in order to examine the causal relationships among the variables. The results indicated that first, mastery-approach goal and teaching presence had positive effects on deep approach. Second, mastery-approach goal showed negative effects on surface approach, while teaching presence did not. Third, deep approach had positive effects on satisfaction, Fourth, surface approach had negative effects on satisfaction. Fifth, deep approach showed positive effects. Last, surface approach showed negative effects on academic achievement. Based on the result of the research, the study propose the constructive foundation for providing strategies raising the satisfaction and academic achievement in distance life-long education.
Goal Orientation;Teaching Presence;Approaches to Learning;Satisfaction;Academic Achievement;
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