Main Article Content
This study is intended to examine the effects of teaching presence, interaction of professors and academic emotions on learning satisfaction in nursing students online classes.The subject of the study is a nursing student who works at W City University in Gangwon Province. We collected data from March to April 2020, and a total of 360 subjects.The study found that the teaching presence and the interaction of professor had statistically significant static effects on academic emotion. This means that the greater the teaching presence and the greater the interaction of professor, the higher the academic emotions.The teaching presence and the interaction of professors had statistically significant static effects on learning satisfaction. This means that the greater the teaching presence and the greater the interaction of professor, the higher the learning satisfaction. The academic emotion had a statistically significant impact on learning satisfaction.This means that the greater the academic emotion, the higher the learning satisfaction. This study had limitations in measuring academic achievement levels by self-reporting method. Since it differs from the level of cognitive achievement of learners and actual grades, follow-up studies need to study the results of learning emotions using actual scores on academic performance, and focus on exploring relationships that can affect learning satisfaction by variables such as learning access, class quality, and team activities that can occur in an online class environment.