The Effect of Blended Learning Educational Service Quality on Learning Outcomes among Adult Learners in Universities: The Mediating Role of Self-Directed Learning Competency

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Key Points

This study aims to explore the relationship between blended learning service quality, self-directed learning competency, and learning outcomes in adult education.
Survey conducted with 312 adult learners enrolled in a university program in D city.
Data analyzed using SPSS 30.0 including frequency, reliability, confirmatory factor, correlation, and multiple regression analyses.
Mediating effects of self-directed learning competency assessed.
All sub-factors of educational service quality (reliability, empathy, tangibility, responsiveness) significantly positively influenced self-directed learning competency.
Self-directed learning competency showed a positive correlation with learning outcomes, although not statistically significant.
Educational service quality did not have a direct significant effect on learning outcomes, suggesting self-directed learning as a potential mediator.

Analyzes educational service quality's effects on outcomes among adult learners, suggesting the role of self-directed learning.

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Lee et al. (2026) studied this question.

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