Learners’ satisfaction plays a critical role in the success of online learning platform. Many factors that affect online learning satisfaction have been addressed by previous studies. However, the mechanisms by which these factors are associated with online learning satisfaction are not sufficiently clear. Moreover, the difference in the antecedents of online learning satisfaction between two use contexts- Mobile context and PC context, was rarely examined. Based on the Stimulus-Organism-Response (S-O-R) framework, we investigate the key factors (self-efficacy, social interaction, platform quality, teacher’s expertise) affecting flow and highlights its role in online learning satisfaction, which is empirically tested through an online survey of 333 online learners. Results show that self-efficacy, teacher’s expertise, platform quality, and social interaction positively affect online learning satisfaction through the mediation of flow. Use contexts not only moderate the relationship between flow and online learning satisfaction, but also between social interaction, platform quality, teacher’s expertise, and flow. These new findings expand educators with ways to increase flow, add to knowledge about the relationship between flow and online learning satisfaction and provide references for online learning platforms to enhance learners’ online learning satisfaction under multiple-version affordances.

中文翻译：

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探索在线学习满意度的前因：流程的作用和使用上下文之间的比较

学习者的满意度对在线学习平台的成功起着至关重要的作用。以前的研究已经解决了许多影响在线学习满意度的因素。然而，这些因素与在线学习满意度相关的机制还不够清楚。此外，很少研究两种使用情境——移动情境和 PC 情境之间在线学习满意度的前因差异。基于 Stimulus-Organism-Response (SOR) 框架，我们调查了影响流量的关键因素（自我效能、社交互动、平台质量、教师专业知识），并强调了其在在线学习满意度中的作用，并通过在线实证检验对 333 名在线学习者的调查。结果表明，自我效能感、教师专业知识、平台质量、和社交互动通过流量的中介对在线学习满意度产生积极影响。使用情境不仅可以调节流量与在线学习满意度之间的关系，还可以调节社交互动、平台质量、教师专业知识和流量之间的关系。这些新发现为教育者提供了增加流量的方法，增加了有关流量与在线学习满意度之间关系的知识，并为在线学习平台在多版本可供性下提高学习者的在线学习满意度提供了参考。