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

Mi-Kyoung Cho,Mi Young Kim

doi:10.3390/ijerph18168641

Abstract

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.

Highlights

This study was conducted with nursing students to examine the effects of face-to-face flipped learning and non-face-to-face flipped learning on learning satisfaction, self-directed learning readiness, and professor–student interaction
Identify the differences in learner satisfaction, self-directed learning readiness, and professor–student interaction between face-to-face flipped learning and non-face-toface flipped learning; Identify learner satisfaction when flipped learning is used as a teaching and learning method; Identify the correlation among learner satisfaction, self-directed learning readiness, and professor–student interaction when flipped learning is used as a teaching and learning method; and Identify the factors that affect learner satisfaction when flipped learning is used as a teaching and learning method
Results revealed that there was no difference in self-directed learning readiness between face-to-face flipped learning and non-face-to-face flipped learning; the professor–student interaction was higher for non-face-to-face learning, whereas learning satisfaction was higher for face-to-face learning

Summary

Introduction

As classes transitioned to online models, lack of university resources or confusion, such as system server instability and learning-management system failure, became problematic issues, and improvement in this regard has become necessary [3]. Such a sudden shift in circumstances revealed concerns about aspects of the educational system, such as deterioration in the quality of university-level education [4] in addition to the systematic problems that occurred in the process of transitioning to a nonface-to-face class format in recent years, the sudden complete transition to non-face-to-face classes brought difficulty and confusion, which was a sudden change in learning method without a preparation period, due to unpredictable situations for students

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Conclusion