Journal of Technologic Dentistry (대한치과기공학회지)

Korean Academy of Dental Technology (대한치과기공학회)
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Study on the satisfaction and effectiveness of non-face-to-face lectures in 2020 and the necessity of face-to-face lectures: focusing on students studying public health at "S" college in Seongnam-si

2020년 비대면 온라인 강의만족도와 강의효과, 대면강의 필요성에 대한 연구: 경기도 성남시 소재 S 대학교 보건계열 학생을 중심으로

  • Received : 2021.05.10
  • Accepted : 2021.06.04
  • Published : 2021.06.30
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Abstract

Purpose: This study examined the correlations between the satisfaction and effectiveness of practical training and theory lectures under two conditions: face-to-face lectures and non-face-to-face online lectures. Methods: A survey of 436 public health student, whereafter SPSS 20.0 (IBM) was used on the data to conduct frequency, descriptive statistics, and exploratory factor analyses. The Cronbach's α value was estimated in a reliability analysis, and a simple regression analysis was conducted to verify the study hypothesis. Results: It was found that the students preferred pre-recorded lectures online for both practical training and theory, claiming that when compared with face-to-face lectures, these non-face-to-face lectures meant a shorter commute and the ability to repeat the content. However, it was admitted that technical issues such as facilities or access difficulties and lower concentration could be a problem. The hypothesis that course satisfaction affects lecture effectiveness was verified, with both the practical training and theory lectures found to have a statistically significant positive (+) effect. The explanatory power of student satisfaction on the effectiveness of the theory component was slightly higher than that of the practical training component, with the students having more positive perceptions on the necessity of face-to-face lectures in practical training than they did for those in theoretical instruction. Conclusion: Providing non-face-to-face online theory courses and face-to-face practical training courses could increase student satisfaction and lecture effectiveness.

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References

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