Differences in Perceptions of Non-face-to-face Liberal Arts Classes at Universities and their Effect on Satisfaction

Abstract

In this study, implications for improving the quality of online education in the future were derived by identifying the factors affecting the educational status and class satisfaction of professors and students who have experienced non-face-to-face liberal arts classes at universities. For this purpose, 81 professors who have experience running non-face-to-face liberal arts classes and 560 current students who have taken such classes were the research subjects. As for the contents of the study, the learning experience, immersion, achievement, class satisfaction, continuing course intent, and supplementary points for the improvement of non-face-to-face education in the future were investigated.</br>As a result of the survey analysis, first, there were statistically significant differences between professors and students regarding class content, evaluation, immersion, achievement, and class satisfaction of the learning experience. <i>appeared to have a positive perception (who appeared to have this perception?</i>) Second, multiple regression analysis was performed for each professor and student to derive factors affecting overall satisfaction. As a result, in the case of instructors, factors that had a significant effect on class satisfaction were derived from achievement and interaction, and for students, this study confirmed that the degree of immersion, and interaction had a statistically significant effect. Third, as a complement to non-face-to-face liberal arts classes between professors and students, the professors demanded that the classes be conducted without interaction, whereas the students demanded improvement in the quality of video content. In this study, by synthesizing the above results, implications and follow-up studies were suggested for the improvement of non-face-to-face liberal arts classes in the future.