Changes in perceptions, behaviors, values, and attitudes of education caused by COVID-19

Oh, Dongju; Hwang, Hong Seop

doi:10.37561/sse.2020.09.59.3.223

Cited by 1 publication

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“…Learners who experienced a sudden transition to online classes due to the COVID-19 pandemic experienced low levels of class satisfaction and class efficacy [5] as well as difficulties, such as using efficient time management, decreased concentration, maladaptation to online learning, and the absence of communication between the learner and the instructors [6]. Further, the fact that there is no physical place for the class and that the time could be adjusted flexibly meant that the students' autonomy increased, but self-directed learning in this environment became even more important.…”

Section: Introduction 1study Rationalementioning

confidence: 99%

Factors Affecting Learning Satisfaction in Face-to-Face and Non-Face-to-Face Flipped Learning among Nursing Students

Cho

Kim

2021

IJERPH

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Factors influencing students’ learning satisfaction may differ between face-to-face and non-face-to-face flipped learning. For non-face-to-face flipped learning, which was widely employed during the COVID-19 pandemic, it is necessary to examine the impacts on learning satisfaction, which may vary depending on professor–student interaction rather than individual competencies, such as SDL readiness. This descriptive study, conducted 2 March 2019 to 24 June 2020, included 89 s-year, flipped-learning nursing students (28 face-to-face, 61 non-face-to-face). Students completed questionnaires about learning satisfaction, SDL readiness, and professor–student interaction. The data, collected using e-surveys, were analyzed using descriptive statistics, t-test, ANOVA, Pearson’s correlation, and multiple stepwise regression with IBM’s SPSS Statistics 25.0 program. The total average score of learning satisfaction (38.19 ± 6.04) was positively correlated with SDL readiness (r = 0.56, p < 0.001) and professor–student interaction (r = 0.36, p = 0.001), although total learning satisfaction was significantly different between the face-to-face and the non-face-to-face groups (t = 5.28, p = 0.024). They were also significant influencing factors, along with face-to-face flipped learning, for total learning satisfaction (F = 18.00, p < 0.001, explanatory power = 36.7%), suggesting flipped learners in non-face-to-face contexts must increase engagement beyond professor–student interaction.

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Section: Introduction 1study Rationalementioning

confidence: 99%