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Differences in learning flow and learning outcomes according to the cluster type of college students’ learning presence in online large liberal arts classes

Objectives This study is to verify whether there is any difference in learning flow and learning outcomes according to the type of learning presence cluster in large online liberal arts classes related to psychology, which were conducted after most university education classes were converted to online classes after COVID-19. 
Methods For this purpose, an online survey was conducted with 268 people who took a real-time online psychology-related liberal arts class operated by University A located in the metropolitan area, and 108 of them responded. For data analysis, cluster analysis, one-way analysis of variance (ANOVA), and multivariate analysis of variance (MANOVA) were performed with cluster type of learning presence as an independent variable and learning flow and learning outcomes as dependent variables. 
Results As for the clusters according to cognitive presence, emotional presence, and social presence, four clusters were found: ‘high learning presence group’, ‘low learning presence group’, ‘social presence group’, and ‘cognitive and emotional presence group’. As a result of analyzing the differences in learning flow, learning outcomes, and sub-factors according to these clusters, it was found that the groups with the high learning presence group and the cognitive and emotional presence group were higher than the groups with the low learning presence and the group with social presence, showing a statistically significant difference. 
Conclusions Considering the situation of real-time online liberal arts classes prepared in response to the external factor of COVID-19, this study has significance in verifying the difference in learning flow and learning performance according to the type of learning presence of university students. Based on the results, consideration in online classes were suggested.