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http://dx.doi.org/10.15268/ksim.2021.9.2.053

The Effect of Online Blended Learning Application on Occupational Therapy Students' Satisfaction and Academic Achievement in Non-Face-to-Face Classes  

Park, Ju-Young (Dept. of Occupational Therapy, Dongju College)
Kim, Hun-Ju (Dept. of Occupational Therapy, Dongju College)
Publication Information
Journal of The Korean Society of Integrative Medicine / v.9, no.2, 2021 , pp. 53-61 More about this Journal
Abstract
Purpose : The purpose of this study is to explore the effectiveness of online blended learning(asynchronous online learning class 1+synchronous online learning class 2) method and discuss the applicability of online blended learning. In this study, we will analyze the differences in class satisfaction and academic achievement between asynchronous online learning and online blended learning classes, and discuss the strengths, weaknesses, and satisfactions of online blended learning. Methods : The subjects of this study were 39 of the occupational therapy students who took the 'child development' course. Asynchronous online learning class was applied for 1-6 weeks and online blended learning was applied for 9~14 weeks. The online blended learning class consisted of 1 hours synchronous online learning and 2 hours asynchronous online learning. For the asynchronous online learning, the screen recording program of OBS Studio was used, and for the synchronous online learning, the Zoom program was used. The results of course evaluation and academic achievement of students according to the type of lecture were compared, and a survey was conducted on the satisfaction of online blended learning. Results : The results of this study are as follows. First, satisfaction(A class: t=-4.19, p=.001, B class: t=-7.94, p=.00) with online blended learning classes was significantly higher than asynchronous online learning. Second, when applying online blended learning class, academic achievement(t=-10.58, p=.00) was significantly higher. Third, the online blended learning class showed the highest satisfaction in improving the interest in the subject, and it was found to be helpful in online class management, professor-student interaction, and class content understanding. Conclusion : We have found that online blended learning can compensate for the shortcomings of online lectures and increase the quality of the lectures and the satisfaction of students. The application of online blended learning should be supplemented according to the characteristics of each class, and I hope that blended online teaching methods can be developed based on new ideas in the future.
Keywords
asynchronous online learning; blended learning; non-face-to-face class; synchronous online learning;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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