Acceso usuarios
Li-An Ho, Yen-Ku Kuo, Tsung-Hsien Kuo
For training institutes to be competitive in a customer-driven market, they must learn to satisfy their learners by knowing how to foster positive learning experiences. The present study proposes an adult learning model that views (1) motivation, (2) learning barriers and (3) perceived classroom climate as critical factors that (4) promote learner satisfaction and (5) stimulate learner loyalty towards a training institute. Sample data, collected from adult learners (n?=?629) who participated in finance courses offered in a financial education context, were analysed using structural equation modelling. Results show that motivation, barrier and classroom climate are critical elements for a positive learning experience. Specifically, classroom climate has a direct impact on both learner satisfaction and loyalty. In addition, motivation and barriers influence learner loyalty indirectly through perceived satisfaction, indicating that it is crucial for training institutes to attempt various methods to enhance or retain learners' satisfaction towards an institute in conjunction with fostering learning motivation, resolving learning conflicts, and maintaining a positive learning environment.
