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KMID : 0928020210250010057
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Nursing and Innovation
2021 Volume.25 No. 1 p.57 ~ p.66
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An Online Lecture Concentration According to Online Learning Behavior, Learner Characteristics, Learning Satisfaction, and Teacher-student Interaction of University Students
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Kwon So-Hi
Kim Shin-Young
Kim Ji-Hyun
Kim Eun-Bin
Jeong Yeon-Woo
Kwon Na-Young
Kwon Hye-Young
Park Si-Eun
Byun Hye-Won
Park Seurk
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Abstract
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Purpose: Because of the COVID-19 pandemic in 2020, colleges had no choice but to introduce online classes without sufficient preparation. As a result, various problems emerged in college students’ learning experience. To establish a strategy for improving online education quality, the necessity to understand university students’ learning behavior, learner characteristics, learning satisfaction, and the impact of professor-student interaction on online lecture concentricity.
Methods: This study is a cross-sectional survey conducted on college students from nine universities who experienced online lectures in the first semester of 2020. Online lecture learning behavior, learner characteristics, learning satisfaction, and professor-student interaction were analyzed using t-test, ANOVA, and Pearson’s correlation coefficient to explore the difference in online lecture concentration.
Results: The concentration in-class lectures and online lectures averaged 7.04 and 5.73, respectively. According to the analysis, online learning concentration was a significant positive correlation by learner characteristics (r=.40, p<.001), professor-student interaction (r=.30, p<.001), online lecture evaluation (r=.34, p<.001).
Conclusion: Therefore, it is suggested that universities should establish guidance strategies related to lecture time zones, measures for managing and supervising learners, reflecting online lecture evaluation results, and strategies for improving student interaction.
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KEYWORD
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Learning behavior, Lecture concentration, Personal satisfaction, Teacher-student interaction
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