This study was conducted to understand the effect of discussion-type online education on the learning effect of 696 people who took the discussion-type learning at K Cyber University. The collected data were analyzed using ANOVA. As a result of the study, the learning effect increased in all items in 2020 compared to 2019. In the analysis by grade level, there was no significant difference in 2019, but in 2020, the Freshman significantly decreased in learning motivation, interaction and cognitive participation, satisfaction, perceived usefulness, and learn ing achievement. In the analysis by age, in 2019, learning motivation, cognitive participation, perceived usefulness, interaction, and immersion were significantly higher in the age group over 60 years old. In 2020, the motivation for learning was higher in the age group over 60 years old, and in interaction and cognitive participation, under 39 years old and over 60 years old were higher, academic achievement was under 39 years old, and loyalty was under 39 years old and 50-59 years old were higher. As a result, discussion-based learning can be said to be a learning method to improve the learner’s class satisfaction. As a measure to improve learner satisfaction in the future, it is necessary to prepare a basic approach to improve the learning effect for first graders, who have poor learning effects in all items, and to develop various customized learning programs to improve the learning effect by age group.