Journal of Industrial Convergence (산업융합연구)

DAEHAN Society of Industrial Management (대한산업경영학회)
권호 표지
DOI QR코드

DOI QR Code

A study according to the learning outcomes of non-face-to-face classes and lecture satisfaction

비대면수업의 학습효과와 강의만족도에 따른 연구

  • Received : 2021.11.18
  • Accepted : 2021.12.20
  • Published : 2021.12.31
Download PDF
⟨ Previous Next ⟩

Abstract

This Study is to identify factors that affect the interaction between professors and university students and their satisfaction with non-face-to-face lectures. The subjects were 348 university student who attended from October 5 to October 23, 2020. The statistics program was SPSS win 22.o. Among the expected benefits of non-face-to-face classes, the temporal benefit was 3.69 points, the expected benefit of the learning effect was 3.46 points, and the technical familiarity was 3.47 points. Satisfaction with non-face-to-face classes was found to be 3.58 points. Factors affecting the satisfaction of lectures in non-face-to-face classes were expected benefits of learning effect, university satisfaction, technical familiarity, expected benefits over time, and the number of non-face-to-face classes desired for the next semester. Learning effect The higher the expected benefit, the higher the university satisfaction, the higher the technical familiarity, the higher the expected temporal benefit, the higher the number of non-face-to-face classes desired for the next semester, the higher the satisfaction with the non-face-to-face class lectures. Therefore, it was confirmed that the role of the instructor was important in the interaction between the instructor and university students in the non-face-to-face class and the satisfaction of the lecture.

교수자와 대학생의 학습효과 및 비대면 강의만족도에 영향을 주는 요인을 파악하고자 한다. 2020년 10월5일부터 10월 23일까지 J지역과 K지역의 대학생을 대상으로 348부 시행하였다. 통계프로그램은 SPSS win 22.o을 이용하였다. 비대면수업 기대효익 중 시간적 기대효익은 3.69점, 학습효과 기대효익은 3.46점으로 나타났고, 기술적 친숙도는 3.47점으로 나타났다. 비대면수업 강의만족도는 3.58점으로 나타났다. 비대면수업 강의만족도에 영향을 미치는 요인은 학습효과 기대효익, 대학 만족도, 기술적 친숙도, 시간적 기대효익, 다음 학기 희망하는 비대면 수업 과목 수이었다. 학습효과 기대효익이 높을수록, 대학 만족도가 높을수록, 기술적 친숙도가 높을수록, 시간적 기대효익이 높을수록, 다음 학기 희망하는 비대면수업 과목 수가 많을수록 비대면수업 강의만족도가 높은 것으로 나타났다. 따라서 비대면수업의 교수자와 대학생의 학습효과 및 강의만족도에 있어서 교수자의 역할이 중요하다 것을 확인하였다.

Keywords

Acknowledgement

This study was supported by research fund from Songwon University 2020(A2020-48).

References

  1. D. W. Kim, H. J. Kim & T. G. Han. (2021). Satisfaction and Changes in Perception of Non-Face Online - Classes at C University - Education Research Institute at CNUE, 6(1), 73-101. DOI : 10.23041/jsst.2021.6.1.004
  2. D. J. Lee & M. S. Kim. (2020). University students' perceptions on the practices of online learning in the COVID-19 situation and future directions. Multimedia-Assisted Language Learning, 23(3), 359-377.
  3. Cloete, E. (2001). Electronic education system model. Computers & Education, 36(2), 171-182. https://doi.org/10.1016/S0360-1315(00)00058-0
  4. S. H. Lee. (2015). The Impact of Convenience Value of Mobile Banking Service on Customer Satisfaction and Re-Usage Intention : The Moderate Effect of Technology Anxiety. KOREA SOCIETY OF IT SERVICES, 4(2), 1-14.
  5. Y. R. Jonng. (2009). A Study of the Effect Factors' Influence on Course Satisfaction in Cyber University. Journal of Educational Technology. 25(1), 61-94. DOI : 10.17232/KSET.25.1.61
  6. J. M. Lim, S. H. Shin, M. J. Beak & K. H. Kim. (2021). The Effect of University Students' Learning flow, Self-Directed Learning, and Learning Outcomes on Uncontacted Online Class Satisfaction. Journal of Digital Convergence. 19(4), 393-401. DOI : 10.14400/JDC.2021.19.4.393
  7. M. J. Chei. (2016). Analysis of Structural Relationship among Instructional Quality, Academic Emotions, Perceived Achievement and Learning Satisfaction in Offline & Online University Lectures. Doctoral dissertation, Ph. D. Dissertation, Konkuk University.
  8. S. W. Baik. (2008). An Empirical Study on Influence Factors of On-line (e-Learning) Lecture Achievement and User Satisfaction. Doctoral dissertation. Hanyang University.
  9. S. N. Kim. (2020). The contents analysis of Nursing student's Perception about on-line Lecture. Journal of Learner -centered Curriculum and Instruction, 20(17), 477-491. DOI : 10.22251/jlcci.2020.20.17.477
  10. J. M. Kim, K. T. Sohn, E. P. Lee, J. Y. Jeong, H. B. Jang & W. J. Lee. (2020). The effects of interaction between instructor-student and student-student on learning achievement in synchronous e-learning for major classes for university students : the mediating role of learning flow. The Korean Society for Agricultural Education and Human Resource Development, 52(3), 25-48. DOI : 10.23840/agehrd.2020.52.3.25
  11. S. H. Lee & M. K. Seo. (2017). A Study on the Factors Affecting the Acceptance of Cyber Lecture : Social Influence and Technology Familiarity. Korean Business Education Review 32(6), 85-102. DOI : 10.23839/kabe.2017.32.6.85
  12. J. W. Lee & J. E. Lee. (2018). The Effects of Factors Affecting Computer Accounting Class in Universities on Satisfaction with Class and Learning Outcomes. Korean Journal of Business Administration, 31(11), 2063-2078. DOI : 10.18032/kaaba.2018.31.11.2063
  13. J. Y. Choi & S. H. Sok. (2016). Investigating Determinants of Institutional Commitment during College and Its Effect on Academic Performance. Korean Journal of Educational Administration, 34(2), 1-22.