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

Mi-Kyoung Cho and Mi Young Kim
Additional contact information
Mi-Kyoung Cho: Department of Nursing Science, Chungbuk National University, 1 Chungdae-ro, Seowon-gu, Cheongju 28644, Korea
Mi Young Kim: College of Nursing, Hanyang University, 222 Wangsimni-ro, Seongdong-gu, Seoul 04763, Korea

IJERPH, 2021, vol. 18, issue 16, 1-13

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.

Keywords: learning satisfaction; flipped learning; self-directed learning readiness; professor–student interaction; nonverbal communication; education; distance; exploratory behavior; biometry; Republic of Korea; problem-based learning (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
https://www.mdpi.com/1660-4601/18/16/8641/pdf (application/pdf)
https://www.mdpi.com/1660-4601/18/16/8641/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:18:y:2021:i:16:p:8641-:d:615368

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().