Cho Mi-Kyoung, Kim Mi Young
Department of Nursing Science, Chungbuk National University, 1 Chungdae-ro, Seowon-gu, Cheongju 28644, Korea.
College of Nursing, Hanyang University, 222 Wangsimni-ro, Seongdong-gu, Seoul 04763, Korea.
Int J Environ Res Public Health. 2021 Aug 16;18(16):8641. doi: 10.3390/ijerph18168641.
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, -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 ( = 0.56, < 0.001) and professor-student interaction ( = 0.36, = 0.001), although total learning satisfaction was significantly different between the face-to-face and the non-face-to-face groups ( = 5.28, = 0.024). They were also significant influencing factors, along with face-to-face flipped learning, for total learning satisfaction ( = 18.00, < 0.001, explanatory power = 36.7%), suggesting flipped learners in non-face-to-face contexts must increase engagement beyond professor-student interaction.
影响学生学习满意度的因素在面对面和非面对面翻转学习中可能有所不同。对于在新冠疫情期间广泛采用的非面对面翻转学习，有必要研究其对学习满意度的影响，这种影响可能因师生互动而异，而非取决于诸如自我导向学习准备度等个人能力。这项描述性研究于2019年3月2日至2020年6月24日进行，纳入了89名采用翻转学习的护理专业学生（28名参加面对面学习，61名参加非面对面学习）。学生们完成了关于学习满意度、自我导向学习准备度和师生互动的问卷。通过电子调查收集的数据，使用描述性统计、t检验、方差分析、皮尔逊相关性分析以及使用IBM的SPSS Statistics 25.0程序进行的多元逐步回归分析。学习满意度的总平均分（38.19±6.04）与自我导向学习准备度（r = 0.56，p < 0.001）和师生互动（r = 0.36，p = 0.001）呈正相关，尽管面对面组和非面对面组的总体学习满意度存在显著差异（t = 5.28，p = 0.024）。它们以及面对面翻转学习也是总体学习满意度的显著影响因素（F = 18.00，p < 0.001，解释力 = 36.7%），这表明在非面对面环境中的翻转学习者必须在师生互动之外增加参与度。
