Abstract
The purpose of this study was to identify the problems of online education perceived by learners in a time when non-face-to-face online lectures are conducted due to the spread of COVID-19, and suggest measures to improve educational outcomes. Therefore, the structural influence of cooking practice on the quality of online lessons, learning immersion, learning satisfaction, and the achievement felt by learners was verified. The sample of the study was a college student majoring in cooking, and a total of 509 responses were used for analysis. The results of the study are as follows: First, it was analyzed that there was a significant influence on learning immersion in the order of content, interaction, and educational environment among the quality of online classes. Second, among the quality of online classes, class content and educational environment showed positive (+) influence on learning satisfaction. Third, learning immersion and learning satisfaction showed a positive influence on academic achievement. Fourth, in the direct effect of online class quality on academic achievement, it was analyzed that only class content had a positive (+) effect. Based on the results of this study, the provision of learning materials with detailed explanations was suggested in the online cooking practice class rather than providing a simple cooking video. In addition, it was suggested that as a way to improve academic achievement of online education, it is necessary to provide content that allows learners to immerse themselves in class, as well as class content and educational environment, and consider learning satisfaction.
Highlights
Due to the COVID-19 global pandemic, gatherings and movement between people have been restricted and all patterns of daily life have been curtailed [1]
Online education has been implemented for several years in the past, but since it has been applied to all education fields due to COVID-19, the educational satisfaction of learners is negative
Lee and Lee [25], Chei and Lee [26], Lee, Kim, and Kim [30] use the information system success model proposed by Delone and Mclean [24] to identify important factors that determine the success of online classes and used as a measure to evaluate quality
Summary
Due to the COVID-19 global pandemic, gatherings and movement between people have been restricted and all patterns of daily life have been curtailed [1]. This new phenomenon of life has had an impact on all fields—such as society, culture, economy, and education. Online lectures have the advantage of being able to learn at a place and time suitable for the learner’s situation, and interactivity where teachers and learners can share knowledge wherever the internet is available [3]. Online education has been implemented for several years in the past, but since it has been applied to all education fields due to COVID-19, the educational satisfaction of learners is negative. The reasons for the decrease in educational satisfaction include difficulties in interactive communication between instructors
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