Browse > Article
http://dx.doi.org/10.13065/jksdh.20210079

Factors related to satisfaction with non-face-to-face classes of health science students due to COVID-19 pandemic  

Yoon, Hae-Soo (Department of Public Health Science, Graduate School of Natural Science, Dankook University)
Lee, Hyun-Jeong (Department of Dental Hygiene, College of Health Science, Dankook University)
Moon, Soo-Jin (Department of Dental Hygiene, College of Health Science, Dankook University)
Lee, Kyeong-Hee (Department of Dental Hygiene, College of Health Science, Dankook University)
Lim, Je-Hyeok (Department of Dental Hygiene, College of Health Science, Dankook University)
Jang, Jong-Hwa (Department of Public Health Science, Graduate School of Natural Science, Dankook University)
Publication Information
Journal of Korean society of Dental Hygiene / v.21, no.6, 2021 , pp. 805-812 More about this Journal
Abstract
Objectives: To investigate the perceived quality of classes, academic emotions, and learning achievement levels associated with the non-face-to-face classes of health science students, and to analyze the factors related to class satisfaction. Methods: Using a questionnaire, 238 health science students were surveyed regarding the quality of classes, academic emotions, and learning achievement levels. Factors related to calss satisfaction were analyzed using stepwise multiple regression. Results: Lecture types that the students were most satisfied with were 'video lectures using PPT' and 'recorded lectures provided by LMS', while 'real-time video lectures' were scored the lowest (p=0.005). Factors affecting non-face-to-face class satisfaction were perceived achievement (β=0.425, p<0.001), learning content (β=0.265, p<0.001), learning emotion (β=0.171, p<0.001), and learning environment (β=0.137, p=0.012). The adjusted explanatory power for this model was 63.9%. Conclusions: To increase the satisfaction of health science students with non-face-to-face classes, it is necessary to prepare an institutional foundation and to develop an educational program that can increase perceived achievement.
Keywords
COVID-19; Interaction; Undergraduate;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Song IS, Choi JH. Exploring the domain issue of academic emotions: a comparison of domain generality, domain specificity and domain complexity. J Learner-Centered Curriculum Instr 2011;11(4):227-43.
2 Kim EJ. An analysis of the structural relationship among professor - students interaction, class satisfaction, reading and learning outcomes of students. J Educ Res 2014;12(3):1-22.
3 Ahn JH. A qualitative study on characteristics of 'good' college classes. J Yeolin Educ 2015;22(1):163-91.
4 Lee JY, Lee EJ. Influence analysis of system, information and service qualities on learner satisfaction in university e - learning. Korean J Educ Methodol Stu 2010;41(3):119-47.
5 Han SW, Kim BY. A study on the response of learners to university online education after corona 19. Culture Conv 2020;42(10):155-72. https://doi.org/10.33645/cnc.2020.10.42.10.155   DOI
6 Jo JS, Bae JI. The effect of COVID-19 on academic satisfaction with online lecture types and contents - perspectives of the domestic and foreign university students-. J Korea Acad-Indus Soc 2021;22(3):643-50. https://doi.org/10.5762/KAIS.2021.22.3.643   DOI
7 Kang MH, Kim NY, Kim MJ, Kim JY, .Lim HJ. A structural relationship among teaching presence, learning presence and learning outcomes of e-learning in cyber university. J Korean Assoc Educ Inf Med 2011;17(2):153-76.
8 Garrison DR. E - learning in the 21st century: a framework for research and practice. 1st ed. London: Routledge; 2003: 92-104.
9 Zembylas M. Adult learners' emotions in online learning. J Dist Educ 2007;29(1):71-87. https://doi.org/10.1080/01587910802004852   DOI
10 Kim BY, Hwang HK. The influence of online classes educational quality and learning emotions on learning outcome - focusing on H technical college students-. J Kor Entertainment Industry Assoc 2020;14(8):467-76. https://doi.org/10.21184/jkeia.2020.12.14.8.467   DOI
11 Jeong EI. Relations among class disturbing factors perceived by college students and professors, class participation, and class satisfaction. Kor Educ Rev 2012;18(3):73-103.
12 Lee YH. Explorations for the effective implementation based on the students' satisfaction survey for the online class in the university for the COVID-19 response. JCE 2021;10(1):271-306.
13 Song SY, Kim HK. Exploring factors influencing college students' satisfaction and persistent intention to take non - face - to - face courses during the COVID-19 pandemic. Asian J Educ 2020;21(4):1099-126. https://doi.org/10.15753/aje.2020.12.21.4.1099   DOI
14 Do SL, Son SK, Byeon JH, Im JY. Development and construct validation of the Korean achievement emotions questionnaire (K-AEQ). J Educ Policy 2011;25(4):945-70.
15 McCroskey JC, Sallinen A, Fayer JM, Richmond VP, Barraclough RA. Nonverbal immediacy and cognitive learning: A cross - cultural investigation. Commun Educ 1996;45:200-11. https://doi.org/10.1080/03634529609379049   DOI
16 Lee JY, Kim JR. Analysis on structural relationships among learners' perceived usefulness, learner satisfaction and related factors in mobile learning in universities. J Korean Educ 2013;40(1):49-79. https://doi.org/10.22804/jke.2013.40.1.003   DOI
17 Kleine M, Goetz T, Pekrun R, Hall N. The structure of students' emotions experienced during a mathematical achievement test. ZDM 2005;37(3):221-5. https://doi.org/10.1007/s11858-005-0012-6   DOI
18 Kim NI. A study on the satisfaction of non - face - to - face online class - focused on K university. J Hum Soc Sci 21 2020;11(5):1145-57. http://doi.org/10.22143/HSS21.11.5.83   DOI
19 Yu JH, Lee SJ. Development and validation of academic emotion regulation scale. J Educ Policy 2012;26(4):1137-59.
20 Chei MJ, Lee JY. Analysis of structural relationship among instructional quality, academic emotions, perceived achievement and learning satisfaction in offline and online university lectures. J Educ Inf Med 2017;23(3):523-48. https://doi.org/10.15833/KAFEIAM.23.3.523   DOI
21 Jung HK. College students' satisfaction with the overall implementation of online classes and testing during the Corona 19 pandemic. Multimedia-Assisted Language Learning 2020;23(3):392-412.
22 Son SM, Jo ES, Choi SJ. Changes in major commitment and satisfaction of 1st and 2nd grades university students in health - related departments through the application of un - contact lectures during COVID-19 pandemic. J Appl Sci Technol 2021;38(2):389-98. https://doi.org/10.12925/jkocs.2021.38.2.389   DOI
23 You JW, Kim HJ, Park SH. Development and construct validation of e - learning academic emotions scale (e-AES). J Yeolin Educ 2012;20(3):19-44.
24 Kang MH, Yoon HJ, Kim JS, Kim HS. Investigating the relationship among learning authenticity, learning motivation, and performance in web - based project learning. JET 2008;24(3):23-51. http://doi.org/10.17232/KSET.24.3.23   DOI
25 Jun JS, Choi EH. Getting over fear and frustration: emotional experiences of adult learners at a cyber university. J Lifelong Educ 2010;16(2):93-116.
26 MedRIC. University and graduate school non - face - to - face class professor student opinion survey due to COVID-19[Internet]. MedRIC. [cited 2021 Oct 15]. Available from: http://www.medric.or.kr/Controls/Sub.aspx?d=06&s=01&g=NOTICE&m=VIEW&i=1592.
27 Cho EA. Analysis on structural relationship among task value, e - learning quality, approaches to learning, satisfaction and academic achievement in cyber courses[Doctoral dissertation]. Seoul: Univ. of Ewha Womans, 2015.
28 Kim SH, Lee IS. The effects of academic emotions on motivation in e - learning. JET 2014;30(4):749-75. https://doi.org/10.17232/KSET.30.4.751   DOI
29 Lee SC, Kim JA. Factors that affect student satisfaction with online courses. J Educ Adm 2018;36(2):115-38. https://doi.org/10.22553/keas.2018.36.2.115   DOI
30 Lee JO. A comparative case study on the factors of class evaluation in face - to - face and non - face - to - face classes. J Hum Soc Sci 2021;12(1):143-56.
31 Pekrun R, Goetz T, Titz W, Perry RP. Academic emotions in students' self - regulated learning and achievement: a program of qualitative and quantitative research. Educ Psychol 2002;37(2):91-105. https://doi.org/10.1207/S15326985EP3702_4   DOI
32 Kleine M, Goetz T, Pekrun R, Hall N. The structure of students' emotions experienced during a mathematical achievement test. ZDM 2005;37(3):221-5. https://doi.org/10.1007/s11858-005-0012-6   DOI
33 Meyer DK, Turner JC. Discovering emotion in classroom motivation research. Educ Psychol 2002;37(2):107-14. https://doi.org/10.1207/S15326985EP3702_5   DOI
34 Son KO. The development of junior college students satisfaction inventory[Doctoral dissertation]. Seoul: Univ. of Seoul National, 2014.