Abstract
The study aims to investigate the factors influencing learning satisfaction among Chinese vocational college students in flipped classroom environments. Drawing on Illeris’s Comprehensive Learning Theory, a structural equation model (SEM) was established, in which learner readiness (LR) and learning environment (LE) served as independent variables, interaction level (IL) and perceived learning quality (PLQ) as mediators and learner satisfaction (LS) as the dependent variable. Data collected from 358 students revealed that both learner readiness and the learning environment had significant positive effects on interaction level [β = 0.329, p < 0.001; β = 0.309, p < 0.001]. Learner readiness and interaction level also exerted significant positive effects on perceived learning quality [β = 0.327, p < 0.001; β = 0.306, p < 0.001]. Moreover, interaction level, learner readiness and perceived learning quality significantly predicted learning satisfaction [β = 0.278, p < 0.001; β = 0.173, p = 0.008; β = 0.259, p < 0.001]. The mediation analysis further confirmed that learner readiness (LR) had significant indirect effects on learning satisfaction through perceived learning quality (PLQ) and interaction level (IL) [β = 0.075, p = 0.023; β = 0.081, p = 0.017]. Additionally, interaction level had a significant indirect effect on learning satisfaction through perceived learning quality [β = 0.062, p = 0.030]. These findings confirm the positive effects of learner readiness and the learning environment on interaction level, perceived learning quality and learning satisfaction. Moreover, interaction level and perceived learning quality serve as key mediators between learner readiness and learning satisfaction.
Keywords: Comprehensive Learning Theory, Flipped Classroom, Influencing Factors, Learning Satisfaction, Structural Equation Modeling.