Journal of Technologic Dentistry (대한치과기공학회지)

Korean Academy of Dental Technology (대한치과기공학회)
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Satisfaction and quality recognition of face-to-face and non-face-to-face lectures among students in the departments of dental technology and dental hygiene

치기공과 및 치위생과 학생의 대면/비대면 강의 품질 인식 수준과 만족도

  • Kim, Chang-Hee (Department of Dental Hygiene, Chung-Cheong University) ;
  • Kim, Hyeong-Mi (Department of Dental Hygiene, Kangwon National University) ;
  • Kwon, Eun-Ja (Department of Dental Laboratory Technology, Hyejeon College)
  • Received : 2020.10.30
  • Accepted : 2020.11.22
  • Published : 2020.12.30
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Abstract

Purpose: This study aimed to explore methods to improve the quality recognition and satisfaction level of non-face-to-face lectures among students in the departments of dental technology and dental hygiene. Methods: This survey was conducted to assess the status and preference of non-face-to-face lectures and the level of awareness and satisfaction regarding the quality of these lectures among 179 students of dental technology and 295 students of dental hygiene. Statistical analyses were performed using frequency analysis, independent sample t-test, one-way ANOVA (post-hoc Duncan), Welch analysis (post-hoc Games-Howell), and hierarchical multiple regression analysis. Results: Factors that affected the ability to assess the quality of non-face-to-face lectures were the department, the method of non-face-to-face lectures, the most preferred method for conducting lectures, the level of awareness regarding the quality of face-to-face lecture, and satisfaction level. It has 71.5% explanatory power. Moreover, factors that influenced the satisfaction level of non-face-to-face lectures included the department, grade, the highest satisfied non-face-to-face teaching method, the most effective theoretical non-face-to-face teaching method, the most preferred teaching methods, and the ability to assess quality of face-to-face lectures. It has 46.8% explanatory power. Conclusion: Non-face-to-face classes should be designed and developed for web-based programs to improve the motivation and achievement level of the students and encourage interaction between the professors and students. Our findings suggest that educators should strive to achieve optimal educational effects by efficiently combining face-to-face and non-face-to-face lectures.

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