Lecture Satisfaction Research Articles

델파이 기법을 활용한 강의평가 문항 개발 연구: K 대학의 강의평가 사례를 중심으로

Objectives The purpose of this research is to analyze references and previous researches related to lecture evaluation system, and to develop survey items for lecture evaluation system of K universities. Methods To achieve this purpose, the expert panel of professors among K university was formed, and conducted Delphi method from July 1 to December 29, 2023 to develop a measurement tool. Results Through two rounds of item validity verification by three experts, a total of 10 items were extracted. The research findings extracted four items in lecture planning and operation, including class planning, adherence to class time, interaction, and flexibility of the class; three items in lecture content and methods, including the delivery of lecture content, effectiveness of teaching methods, and appropriateness of learning materials; two items in evaluation, including the fairness of evaluation methods and post-evaluation guidance; and one item in lecture satisfaction. Conclusions The result of this research can provides verificated lecture evaluation tools, and suggests that universities should develop validated and reliable evaluation tools for various educational programs including lectures to offer customized curriculum to students.

역량기반 전공교육을 위한 교과-비교과 연계 플립러닝 학습효과 분석

Objectives This study analyzed the learning effects of flipped learning linked to subject-matter subjects to strengthen the major abilities of students in the Department of Police Administration at K University. Specifically, flipped learning was used as a teaching and learning method in the 'Forensic Investigation' class, a major subject in the Department of Police Administration, and was linked to a non-curricular program operated by the Teaching and Learning Development Center on campus.
 Methods To this end, flipped learning using scientific investigation videos of actual crime cases was conducted for 13 weeks in the forensic science major subjects, and as a subject-related extracurricular program, a forensic investigator from the K Local Police Agency was invited to give a special lecture on the major, and on-campus teaching and learning was conducted. It is designed to enable participation in learning communities or tutoring conducted by the development center. In order to comprehensively analyze the major abilities of participating stu-dents, we conducted lecture evaluations and special lecture satisfaction surveys on flipped learning using criminal investigation series (forensic video), and conducted in-depth interviews about learning experiences using Colaizzi's phenomenological method. It was carried out.
 Results The lecture satisfaction level for ‘Forensic Investigation’ using flipped learning and subject-related ex-tra-curricular classes was 4.65, which was improved from the previous year’s class that did not apply the sub-ject-connected extra-curricular program, showing that there was an educational effect on the learning experience. In addition, as a result of analyzing the learning effect of flipped learning, four central meanings were derived: class attitude, communication ability, class performance, and improvements. Lastly, as a result of analyz-ing the satisfaction level and in-depth interviews with the non-curricular program linked to the major curriculum, it was confirmed that it was helpful in motivating police officers to join the police force and cultivating criminal in-vestigation capabilities.
 Conclusions This study conducted an analysis of the learning effect of 'Forensic Investigation' in the Department of Police Administration at K University, which was found to have a positive effect on improving the ability to utilize professional knowledge related to criminal investigation, self-directed learning ability, convergence ability, and communication ability, which are major abilities. It is valuable in that it contributed to breaking down the bounda-ries between major subject classes by overcoming the constraints of limited class time and enabling individual in-depth learning by linking flipped learning, a learner-centered teaching and learning method, with extra-curricular programs.

Instructor factors associated with medical students’ lecture evaluation: a longitudinal analysis

Purpose: This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.Methods: This study identified factors that affect lecture evaluation by analyzing sophomores from Dankook University, examining each cluster’s characteristics, and comparing differences among trajectories.Results: The lecture evaluation score decreased as the teaching hours per instructor in a year increased by an hour, and the number of instructors per lecture increased by one individual. During trajectory analysis, the first trajectory had lower lecture evaluation scores overall but relatively high appropriateness of the textbook and punctuality of class, whereas the second trajectory had higher lecture evaluation scores overall for all four items.Conclusion: The two trajectories showed differences in teaching methods (understanding of lecture content and usefulness of the lecture) rather than in external factors (appropriateness of the textbook and punctuality of class). Therefore, to improve lecture satisfaction, enhancing instructors’ instructional competencies through lectures and adjusting the teaching hours by assigning an adequate number of instructors per lecture are recommended.

‘건반화성’ 교과목의 온라인 활용 수업 사례 연구

Objectives This study sought to explore effective teaching directions through the case of using non-face-to-face online class Zoom in a keyboard subject class that combines theory and practice. At the same time, the purpose is to analyze the satisfaction of learners by conducting various questionnaires, and according to the results, to present a model of music lessons in which theory and practice are combined in the future. Methods In conducting the 2021-1 Keyboard Hwaseong subject class at S University in Seoul, we tried non-face-to-face online classes using various lesson methods centered on learners, and analyzed the results of three types of questionnaires and final lecture evaluations among 14 students for these teaching methods. Results First, the disadvantages of face-to-face classes have been solved through online classes. Second, we designed online classes such as flip learning and discussion discussions that learners can actively participate in. Third, the use of various online learning tools such as paddlelets and quiz anne attracted the interest of learners. Fourth, through individual and team practice activities online, self-coaching, peer coaching, and instructor coaching were carried out. Fifth, learners' opinions were collected through online learning counseling and fully reflected in the next class. Sixth, it was found through surveys and final lecture evaluations that if various teaching methods are used in online classes, the satisfaction of learners can be high enough. Conclusions By reinforcing the shortcomings of face-to-face classes in subjects that combine theory and practice, and by trying various methods of teaching cases that utilize the strengths of non-face-to-face classes, it was possible to suggest an efficient non-face-to-face class direction that can increase learners' participation and lecture satisfaction.

성인계속교육학습자의 비대면 온라인 수업 사례 고찰

Objectives The purpose of this study is to analyze the lecture preparation, lecture characteristics, and lecture satisfaction of adult continuing education learners in childcare sites in the process of converting in person to online lectures.
 Methods To this end, this author examined the syllabus, LMS and SNS materials, PPT, and learners' self-report data. ‘The guidance of child life’ as a synchronous video conferencing lecture and ‘Advanced Child Counseling’ as a video recording lecture conducted in the second semester of 2021 with Merriam qualitative analysis. The participant was a total of 65 adult continuing education learners of the Department of Industrial Education, composed of faculty and staff of daycare centers at C University in Seoul, and conducted a satisfaction survey using questionnaires.
 Results First, video-recorded lectures take less time than face-to-face lectures, requiring instructors to mount various materials before class, while synchronous video conferencing lecture, require both instructors and adult continuing education learners to have prepared online skills before class. Second, video-recorded lectures have the advantage of being able to use time and space freely, but in order to compensate for the lack of online class time, weekday assignments are a burden for adult continuing education learners, while synchronous video conferencing lecture has the advantage of freely using space and giving social presence, but various motivational factors and technical devices that can increase immersion due to low class concentration should be supplemented. Third, in the class satisfaction survey, it was found that adult continuing education learners expressed higher satisfaction with video-recorded lectures than with synchronous video conferencing lecture.
 Conclusions Through this study, it was found that for non-face-to-face online classes of adult continuing education learners, it is necessary to build infrastructure for uploading various materials and strengthen online technology, and online teaching methods should be implemented for high-quality interaction between ‘instructor-learners’ in non-face-to-face situations. In addition, as an adult continuing education learner who works in a children's daycare center during the day, it was an effective medium to use video-recorded lecture, including various motivational elements. It is hoped that this study will contribute to the more efficient operation of non-face-to-face online lectures for adult continuing education learners at universities.

온라인 수업에서 학습몰입과 수업유용성이 학습지속의향 및 수업만족도에 미치는 영향

Objectives The purpose of this study is to explore the relationship between variables and the difference of learning flow, lecture usefulness, learning persistence intention and lecture satisfaction depending on online lecture types. And it is to analyze the effect of learning flow and lecture usefulness on learning persistence intention and lecture satisfaction.
 Methods An online survey was conducted and data were collected from 279 students in an C college located in Chungnam. Results from descriptive statistic, t-test, correlation and regression analysis are as follows.
 Results First, the comparisons of mean differences indicated that real-time video lecture had higher scores on learning flow and lecture usefulness, lecture satisfaction than video recorded lecture. And there are no significant difference of learning persistence intention depending on online lecture types. Second, in case of real-time video lecture, learning flow correlated positively with lecture usefulness, lecture satisfaction. Also in case of video recorded lecture, learning flow correlated positively with lecture usefulness, lecture satisfaction. Third, as a result of regression analysis, the factors affecting learning persistence intention were lecture usefulness and cognitive flow in the case of real-time video lecture. And it was lecture usefulness in the case of video recorded lecture. The factors affecting lecture satisfaction were cognitive flow and emotional flow in the case of real-time video lecture. And they were lecture usefulness, emotional flow and behavioral flow in the case of video recorded lecture.
 Conclusions For effective online classes for college students, it is necessary to design a teaching that identifies the characteristics and differences of each online lecture type and increases learning flow and lecture usefulness.

Case Study on Class to Strengthen Interaction in a Non-face-to-face Basic Science Course in University

This study designed and operated the instructional design in a basic chemistry class for the enhancement of interactions in a non-face-to-face environment. The collaboratively executed strategies were as follows: 1) Flipped learning method 2) Analyzing students’ learning results at the pre-learning stage 3) Real-time lectures and small group activities based on a diagnosis of the learning level. By the analysis of the results of class operation, positive effects were seen concerning the strengthening of interactions requested in a non-face-to-face environment. In particular, this has played an important role in the strengthening of professor-student interactions through identifying the learning needs of the student and the interactions between students through the small group activity based on the degree of understood concepts. Secondly, positive results were shown regarding learning achievement when it comes to regular exams and subject competencies. Third, this model produced a high level of lecture satisfaction. Through these findings, our study will be helpful to the designing of the BSM class for the enhancement of interactions in non face-to-face environments. In addition, we believe that this study can contribute to more effective curriculum operation through flexible linkage with the face-to-face class environment.

A Study on the Factors of Affecting the Lecture Satisfaction of Physical Therapy Students that Had Untact Online

A Study on the Factors of Affecting the Lecture Satisfaction of Physical Therapy Students that Had Untact Online

코로나 19 상황 K대학 학생들의 비대면 강의만족도 인식수준에 따른 유형별 특성

Objectives The purpose of this study were to estimate the latent classes of lectures satisfaction and the characteristics of variables on these latent profiles. Methods To do this, correlation analysis and latent profile analysis were conducted to confirm the latent class and the characteristics of each class for the level of perception of lecture satisfaction for 327 K-university students in Chungnam. Results As results, by using latent profile analysis, four distinct latent classes of student’s lectures satisfaction were found. These classes were named ‘high-level satisfaction group’, ‘intermediate-level satisfaction group’, ‘low-level satisfaction group’ and ‘lowest-level satisfaction group. Second, chi-square and one-way ANOVA analyses indicated that number of out-of-class interviews, effect ratio for video, listening to and reflecting student opinions, Induce questions in class, and understanding the level of students were significant factors. Conclusions Based on the results of this study, policy measures to help increase lectures satisfaction were suggested.

The Effect of the Quality of Online Lectures and Academic Self-Efficacy on the Lecture Satisfaction of College Students Majoring in Beauty

Purpose: This study aimed to investigate the effects of online lecture quality and academic self-efficacy on the lecture satisfaction of college students majoring in beauty.Methods: The data were collected from university students majoring in beauty and were subsequently analyzed using the Social Science Statistics Package (SPSS) 22.0. Frequency, factor, reliability, and regression analyses were performed.Results: Most survey participants from the studied college evinced the following general characteristics: female first-year hair majors residing in a metropolitan area. The validity and reliability of online lecture quality were determined via three factors: class content, interaction, and learning environment. Academic self-efficacy was ascertained through three factors: task difficulty preference, confidence, and selfregulation effectiveness. Finally, task satisfaction was established through the two elements of overall contentment and instructor approval. The study found that online lecture quality and academic self-efficacy of college students majoring in beauty exerted a positive (+) significant effect on lecture satisfaction.Conclusion: The results of this study are expected to represent basic data for use in the development of beauty colleges, which should plan and implement measures to improve lecture quality and academic self-efficacy during the delivery of online classes.

Effects of Japanese Special Moras Education Using Evernote

In this study, we designed a class model using the Evernote application for the pronunciation learning of special moras, and applied it to a class to verify the learner’s recognition of special moras and the effectiveness of pronunciation duration. This study consisted of 30 students who took an intermediate Japanese language class, which started in the first semester of 2019, and Japanese literature majors who had not yet been in Japan for more than 6 months. We conducted special mora pre- and post-tests and surveyed them. Positive results were obtained based on the research question of whether the application affects the self-awareness of special moras, which represented a significant academic achievement in terms of pronunciation duration. In addition, it was observed that learning using Evernote enabled a significant change in lecture satisfaction through one-to-one feedback work with learners. Although the research results were limited by the small size of the group, it was possible to suggest a method of special moras learning using Evernote, and it is believed that it will help in-class learning in the future.

대학생의 ADHD성향과 컴퓨터 활용효능감이 강의만족도와 대학만족도에 미치는 영향 - 학습행동의 매개효과 -

The purpose of this study was to explore the effects of university freshmen's ADHD tendency and computer self-efficacy on their lecture and university satisfaction and to analyze whether or not the mediating effects of their learning behaviors existed on those effects. In 2021, 382 freshmen from a private university in D metropolitan city participated in a survey. Data were collected on students' ADHD tendency, computer self-efficacy, learning behavior, lecture satisfaction, and university satisfaction. The collected data were analyzed through a Structural Equation Model(SEM). The main findings are as follows. First, it was found that the ADHD tendency of freshmen in university had indirect effects on their lecture satisfaction and university satisfaction through learning behavior and computer self-efficacy. Second, it was found that computer self-efficacy not only directly increased lecture satisfaction and university satisfaction but also indirectly increased through learning behavior. The results of this study indicate that it is necessary to support the psychological characteristics such as ADHD tendency and digital literacy ability such as computer self-efficacy of university freshmen to improve their university adaptation in "with Corona" when online classes become routine in universities.

비대면 온라인 수업에 관한 학습자 인식 분석 및 교육 방향 모색 - 교과목 유형과 비대면 수업방식에 따른 전공수업 만족도 조사를 중심으로

This study understood the perception of non-face-to-face classes(online classes) of Chinese literature majors through a survey and suggested the development direction of non-face-to-face classes. As a result of the survey, the language practice class showed higher lecture satisfaction than the theoretical class in interaction satisfaction and class content satisfaction according to subject type. In the non-face-to-face classes method, the synchronous class showed a higher level of interaction satisfaction than the asynchronous recorded class, but there was no statistically significant difference from the mixed-type class. Also, the difference in satisfaction according to the subject type did not change according to the non-face-to-face teaching method. Considering these results, in the future non-face-to-face class design, it will be necessary to design a class that considers the interaction between the professor and the student in the case of the recorded theoretical class. Quantitative interaction, diversification of methods, and immediate feedback will need to be secured. It seems appropriate to select a synchronous(real-time) class or a mixed-type class with high interaction satisfaction for language practice class as well. Regarding the advantages of non-face-to-face classess, learners cited freedom of time, convenience of place, and possibility of repeat viewing. On the other hand, the problems were the lack of self-directed learning will, system problems, and lack of interaction. In the future, along with the content and technical improvement of non-face-to-face classess, the emotional problems of learners should be considered.

Relationship between lecture stress and lecture satisfaction of taking Taekwondo classes of college students majoring in physical education

article: Relationship between lecture stress and lecture satisfaction of taking Taekwondo classes of college students majoring in physical education - Gazzetta Medica Italiana - Archivio per le Scienze Mediche 2021 November;180(11):701-6 - Minerva Medica - Journals

Analysis of the Effect of System, Content, and Interaction on the Satisfaction and Intention to Use Video Lectures - Focused on the case of K University -

본 연구에서는 비대면 환경에서 학습자의 강의 만족과 지속이용의도 간의 영향 관계를 탐색하는 데 그 목적이있다. 이를 위해 충북 일반 4년제 사립대 학습자를 대상으로 2021년 3월 21일부터 6월 30일까지 632건의 자료를바탕으로 실시간 화상 강의에 대한 확인요인 분석, 정규성, 적합성 검증을 통해 문항 적합성을 검증하였다. 또한, 시스템 품질, 콘텐츠 품질, 상호작용이 강의 만족과 지속이용의도에 미치는 영향 관계를 확인하였다. 연구 결과 첫째, 연구모델의 총 7개의 가설경로 중 6개가 유의한 것으로 밝혀졌다. 중요한 가설경로는 시스템 품질 → 강의 만족(.117), 콘텐츠 품질 → 강의 만족(.455), 상호작용 → 강의 만족(.354), 시스템 → 지속이용의도(.108), 상호작용 → 지속이용의도(.133), 강의 만족 → 지속이용의도(.431)에서 모두 직접 효과가 나타났다. 둘째, 시스템 품질과 상호작용은 지속이용의도에 영향을 미치는 데 있어서 강의 만족이 부분 매개 효과를 가지는 것으로 나타났다, 향후, 온라인 환경에서 교수자와 학습자의 교수 및 학습만족도를 높이기 위해 온라인 교수 및 학습 방법에 대한 방향을 모색하고자 한다.The purpose of this study is to explore the influence relationship between learners’ lecture satisfaction and intention to use in a non-face-to-face environment. To this end, based on 632 data from March 21 to June 30, 2021, the suitability of the questions was verified through confirmation factor analysis, normality, and suitability verification for real-time video lectures for general four-year private university learners in Chungbuk province. In addition, the relationship between system and content interaction and lecture satisfaction and intention to use was confirmed. As a result of the study, first, it was found that 6 out of a total of 7 hypothesis paths of the research model were significant. Important hypothesis pathways were all directly effective in system lecture satisfaction (.117), content lecture satisfaction (.455), interaction lecture satisfaction (.354), system intention to use (.108), interaction intention to use (.133), and lecture satisfaction intention to use (.431). Second, it was found that lecture satisfaction had a partial mediating effect in influencing the intention to use the system. In the future, in order to increase the teaching and learning satisfaction of instructors and learners in an online environment, we will seek directions for online teaching and learning methods.

Effect of Gamification on Learner s Class Participation Motivation and PUBLIC VALUE

Purpose: The researcher tried to give fun and interest to class activities for learners who are familiar with the game environment. And I tried to actively utilize Gamification, which can help achieve educationally meaningful goals, in class education. A lot of research is needed so that learners can learn the learning elements that feel boring and difficult by applying the gamification element to education more fun and easily by themselves. So, The researcher applied edutech tools related to gamification to the beauty curriculum, and studied the effect of gamification on class participation motivation. Method: During the beauty and health class in the first semester of 2021, The researcher conducted an interactive class using a quiz-type gamification edutech tool such as Kahoot in subjects like wedding makeup, beauty hygiene laws, total coordination, and beauty English etc. In the 15th week of the final exam period, The researcher used a Google questionnaire to investigate the students responses to class activities during the first semester. In the first semester of 2021, The researcher conducted a survey of 100 people in the 1st–4th grades of the Department of Beauty and Health as research subjects. Results: More than 90% of the students who participated in the survey were women, and 88.5% of students in their 20s were surveyed. As a result of the survey, it was found that the students concentration aspect, learning experience, learning goal achievement, and lecture satisfaction were somewhat higher in the game class activities using the gamification tool. Most of the students responded positively to using gamification tools in class. Conclusion: ‘There were also opinions that the accessibility of the gamification app was somewhat difficult and difficult for students who experienced it for the first time. During subject orientation, and when students experience difficulties from time to time, prior guidance and steady guidance on how to approach the gamification app should be combined. In a future study, The researcher would like to study more deeply in which parts of the gamification tool the students are most interested in.

Learner-centered Video Translation Class Case Study in a Non-face-to-face Environment : Focused on Class Operation Case and Lecture Satisfaction

Learner-centered Video Translation Class Case Study in a Non-face-to-face Environment : Focused on Class Operation Case and Lecture Satisfaction

Effects of Self-efficacy on Non-face-to-face Online Classes in Some Dental Hygiene Students

Objectives: The purpose of the study was to find out the effects of Corona-induced dental hygiene students self-efficacy on online classes on non-face-to-face online learning, online lecture satisfaction, online discomfort. Methods: Independent t-test, correlation, and multiple regression analyses were conducted to explore the relevance of self-efficacy and non-face-to-face online learning. Results: It has been shown that non-face-to-face online lecture satisfaction, self-regulation, and preference for task difficulty affect participation in non-face-to-face online learning. Conclusions: In order to increase participation in non-face-to-face online learning, learning methods that can increase self-efficacy will need to be developed.

Effect of Student-Professor Interaction on Lecture Satisfaction of Nursing Students in Non-face-to-face Lessons Due to COVID-19 in South Korea

Effect of Student-Professor Interaction on Lecture Satisfaction of Nursing Students in Non-face-to-face Lessons Due to COVID-19 in South Korea

비대면 동영상 일본어수업의 강의만족도 -언택트 “일본어작문”에 대한 학습자 평가-

This study aims to pursue a Japanese language teaching and learning design that can be applied to the future educational environment change in the post-corona era called Untact New Normal. As a starting point, the study analyzed the lecture satisfaction rates of Japanese learners who are currently taking non-face-to-face online classes. Further, the current online teaching method was reviewed, results of which were then adopted to gain implications for preparing the new online teaching.<BR> In the 2nd semester of 2020, Japanese writing classes were delivered in the online mode using pre-recorded lecture videos and learners’ satisfaction with the lectures was surveyed in terms of (1) L earning content satisfaction, (2) Class management satisfaction, (3) Learning effect (achievement) satisfaction, (4) Learning evaluation satisfaction, and (5) Learning tool satisfaction. Results of the survey revealed that the satisfaction level of (1) and (2) was generally high, but (3) [writing ability] was evaluated low, and (4) [regular test] and [absolute evaluation] showed low satisfaction. In addition, (5) in terms of using LMS, the satisfaction with the learning tool was very low, indicating the urgent need to improve the teaching and learning environment in the future.