• Title/Summary/Keyword: face satisfaction

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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)

  • Jeong, Hyeeun;Lee, Hyunsic;Lee, Jung Soo
    • Journal of Technologic Dentistry
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    • v.43 no.2
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    • pp.62-68
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    • 2021
  • 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.

A study according to the learning outcomes of non-face-to-face classes and lecture satisfaction (비대면수업의 학습효과와 강의만족도에 따른 연구)

  • Kim, Seo-Yeon
    • Journal of Industrial Convergence
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    • v.19 no.6
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    • pp.123-129
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    • 2021
  • 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.

A Study on the Satisfaction of Non Face to Face Real Time Education Focused on Firefighter in COVID-19 (코로나19 상황에서 소방공무원을 대상으로 한 비대면 실시간 교육 만족도에 관한 연구)

  • Park, Jin Chan;Baek, Min Ho
    • Journal of the Society of Disaster Information
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    • v.18 no.1
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    • pp.91-103
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    • 2022
  • Purpose: After COVID-19, changes in the educational ecosystem take place and fire service academy education system have shifted from face-to-face into non fact-to-face. So, the educational effect of fire officials is decreased and the satisfaction level is also decreased. In this study, we want to examine the current status of non-face-to-face real-time remote education and supplement the problems to improve the educational methods, the educational environment, etc. Method: This study is an independent variable that affects non-face-to-face real-time remote education, consisting of education system environment, self-efficacy of computers, contents (education contents, structure, design, etc.), and proper interaction. A dependent variable was selected with satisfaction for non-face-to-face real-time remote education. In addition, it was selected and analyzed as an active property of learning motivation and learning attitude as control variables. Result: The better the content and the more active the learning motivation and the attitude toward learning, the higher the satisfaction of non-face-to-face real-time remote education, and the more active the learning motivation and the attitude toward learning, the more positive the computer self-efficacy and the satisfaction of learning Conclusion: In order to increase the satisfaction of non-face-to-face real-time education due to COVID-19, education designers or professors need to provide non-face-to-face education contents that can increase the aggressiveness of their learning motivation and learning attitude, and to increase the satisfaction of education for learners by increasing computer self-efficacy through pre-education of non-face-to-face education systems.

Performance and Satisfaction of Online and Non-face-to-face Mixed Classes (온라인 수업과 비대면 혼합수업의 성과와 만족도)

  • Sun Young Park
    • Advanced Industrial SCIence
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    • v.2 no.1
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    • pp.39-44
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    • 2023
  • The purpose of this study is to compare the performance and satisfaction of online classes and non-face-to-face mixed classes at universities during the COVID-19 pandemic. This study was conductedtargeted fourth-grade students taking adult nursing lectures at the Department of Nursing at one university. Class performance and class satisfaction were compared between students who participated in the non-face-to-face class and participated in the non-face-to-face mixed class. class performance, students' average scores out of 100 on the final exams were compared. Class satisfaction compared the average score of questionnaire on class satisfaction Class performance was high in online classes, Class satisfaction was higher in mixed classes than in non-face-to-face classes. In the future, it will be necessary to develop and operate various educational methods for university education in the post-COVID-19 era.

A Learning Satisfaction in face-to-face/non-face-to-face Educational Environments of New Dental Hygiene Students (대면/비대면 교육환경에서의 학습만족도(일부 치위생과 신입생을 대상으로))

  • Shin, Ae-Ri;Shim, Hyung-Soon
    • The Journal of the Korea Contents Association
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    • v.21 no.6
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    • pp.804-813
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    • 2021
  • The purpose of this study was on the learning satisfaction of dental hygiene students according to the face-to-face and non-face-to-face teaching methods in the COVID-19 educational environment. A self-reported questionnaire was completed by 122 dental hygiene students of G University located in Gwangju from October to November, 2020. The general characteristics, instructional characteristics, teaching methods, and learning satisfaction were investigated, and the collected data were analyzed using SPSS 18.0. The effective practical teaching method chosen by the students was face-to-face, and there was a significant difference according to the class choice. The learning satisfaction according to the general characteristics showed a significant difference in the preferred practice method for improving instrument technique. The face-to-face classes showed significantly higher learning satisfaction in terms of checking on doing well study during class and the convenience. In addition, as a result of analyzing the factors influencing learning satisfaction, the choice of face-to-face class was confirmed as a significant variable. Therefore, in order to increase the learning satisfaction of students, it is necessary to design a class that essentially includes face-to-face class when planning a practice class.

A Study on Developing the Model of Learner Satisfaction in Synchronous Online Entrepreneurship Education (동기식 온라인창업교육의 학습자만족 모델 개발)

  • Byun, Young Jo;Lee, Sang Han;Kim, Jaeyoung
    • Knowledge Management Research
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    • v.21 no.2
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    • pp.119-135
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    • 2020
  • Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.

Analysis of learning flow and learning satisfaction according to the non-face-to-face class operation method

  • You-Jung, Kim;Su-Jin, Won;Eun-Young, Choi
    • International Journal of Internet, Broadcasting and Communication
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    • v.15 no.1
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    • pp.195-202
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    • 2023
  • This study is a comparative survey study conducted to explore the differences in learners' learning flow and learning satisfaction according to the non-face-to-face class operation methods implemented at universities. After implementing different class management methods for the same subject taught by the same instructor non-face-to-face for 15 weeks, each learning flow and learning satisfaction were compared and analyzed, and the collected data were analyzed with IBM SPSS 21.0. As a result of the study, learning flow was high in the order of lectures using real-time ZOOM and recorded lectures using self-studio(3.41±0.91, 3.28±1.01), and learning satisfaction was high in the order of lectures using real-time ZOOM and lectures using the automatic recording system of classes(3.40±0.80, 3.30±0.74). The item with the lowest score was the PPT audio recording lecture in both areas of learning flow and learning satisfaction(2.72±1.04, 1.73±1.04). Considering that system errors such as sound in the smart lecture environment operated for the first time in this study affected the research results, it is suggested that future research should be conducted by supplementing the corresponding part.

Comparison of Learning Attitudes, Class Satisfaction and Self-regulated Learning Ability in Face-to-face and Non-face-to-face Classes of College Physical Therapy Students (전문대학교 물리치료과 학생의 대면수업과 비대면 수업의 수업태도, 수업 만족도 및 자기조절학습능력의 비교)

  • Chung Eunjung
    • Journal of Korean Physical Therapy Science
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    • v.30 no.4
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    • pp.63-70
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    • 2023
  • Background: The purpose of this study was to comparison of learning attitude, class satisfaction, and self-regulated learning ability of face-to-face and non-face-to-face classes in college physical therapy students to improve the educational effect and quality of non-face-to-face classes when face-to-face classes such as COVID-19 become inevitable in the future. Design: Cross-section study. Methods: This study was conducted with 91 college students, 3rd year students of physical therapy department at a community college in 'A' region, Gyeongsangbuk-do, who took face-to-face classes in the first semester of 2022 and non-face-to-face classes in 2021 of the previous semester. Results: Class attitude was higher in face-to-face classes than in non-face-to-face classes. There was a significant difference in class satisfaction between face-to-face and non-face-to-face classes, In self-regulated learning ability, face-to-face classes had a more positive effect on self-regulated learning ability than non-face-to-face classes. Conclusion: This study serves as empirical basic data on the actual condition of non-face-to-face classes compared to face-to-face classes for college physical therapy students, suggests the direction of future research, and improves the quality of non-face-to-face classes in the field of physical therapy, which requires a lot of practice. and hope it will be used for development.

Satisfaction Analysis of Online Non-face-to-face Classes in the COVID-19 (코로나19 상황에서의 온라인 비대면 수업에 대한 만족도 분석)

  • Jang, Hyon Chol;Roh, Mi Ra;Jeon, Byung Duk
    • Journal of the Korean Society of Radiology
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    • v.15 no.4
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    • pp.519-524
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    • 2021
  • As the COVID-19 situation continued to spread to the local community along with the spread due to influx, each university had to conduct all online classes and partially online classes. The purpose of this study was to investigate the satisfaction of learners with the content and lecture contents by paying attention to online non-face-to-face classes according to the change of the class environment in the Corona 19 situation. Satisfaction survey on online non-face-to-face class major subjects was analyzed using questionnaires from June 1 to June 11, 2021, targeting 2nd and 3rd year students in the Department of Radiology at S University in Daegu. As a result of the study, satisfaction with content and class content was found to be an average of 3.78 ± 0.75 points, and learning satisfaction was found to be an average of 3.00 ± 1.14 points. In addition, when taking online non-face-to-face classes, the correlation between students' class attitude and content and class content satisfaction was the highest (r=0.555, p<0.01), and it was found that there was also a correlation between content and class content satisfaction and learning satisfaction. (r=0.331, p<0.01). I think that satisfaction with non-face-to-face online classes can be improved if the quality of content is improved during non-face-to-face online major classes as well as more active interactions between students and professors.

A Study on Improving the Satisfaction of Non-face-to-face Video Lectures Using IPA Analysis (IPA 분석법을 활용한 비대면 동영상 강의 만족도 제고 방안 연구)

  • Jung, Dae-Hyun;Kim, Jin-Sung
    • The Journal of Information Systems
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    • v.29 no.4
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    • pp.45-56
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    • 2020
  • Purpose The purpose of this study is to present the direction of efficient e-learning education through the importance and satisfaction survey of learners of non-face-to-face video lectures. Therefore, by grasping the degree of satisfaction of the importance ratio through the IPA analysis method, we try to present improvement measures for insufficient education methods. Design/methodology/approach For IPA analysis, we conducted an online survey of four universities and analyzed 154 samples. The analysis method used SPSS, and through the wordcloud analysis method of R, the suggestions for the non-face-to-face lecture method felt by learners were analyzed to derive implications for improving the quality of education. Findings As a result of the overall satisfaction survey for the entire non-face-to-face class, the factors with the greatest dissatisfaction are listed as follows. Complaints about the adequacy of learning materials and activities (quiz, discussion, assignments, etc.), Complaints about how to use the produced content, and complaints about announcements about class management (lecture schedule, lecture method) were identified in order. The factors of dissatisfaction were clear in the non-face-to-face class where interactive communication was impossible or insufficient. In addition to the lack of quick Q&A, there seems to have been a phenomenon of some neglect.