Factors Influencing Class Satisfaction in Online and Offline Blended Classes - Focusing on Digital Competence, Interactions between Teachers and Learners, and Interactions between Team-members

Abstract

The class environment in 2022 is based on full face-to-face classes in accordance with the easing of social distancing, but many instructors and learners are conducting a mixture of non-face-to-face and face-to-face classes. In the post-COVID-19 class environment, a plan to effectively apply online and offline blended classes is needed. This study analyzes how college students' digital competence, teacher-learner interaction, and team-member interaction affect class satisfaction in online and offline blended classes. The research subjects of the study were students of four-year university E located in Gyeonggi-do. Data were collected through an online survey method between June and July 2022. The analysis method was frequency analysis and descriptive statistical analysis. In addition, correlation analysis was conducted to confirm the validity of variables and to confirm multicollinearity. Moreover, factor factor analysis was conducted to confirm the validity of the measurement tool developed in this study. Finally, multiple regression analysis was conducted to verify the influence of college students' digital competence, teacher-learner interaction, and team-member interaction on class satisfaction of online and offline blended classes. As a result of the study, it was found that interaction factors between teacher-learners and team-members, excluding digital competency, affect class satisfaction in online and offline blended classes. These results suggest that to improve class satisfaction in operating online and offline blended classes in the post-COVID-19 era, it is necessary to come up with teaching strategies that can enhance interaction between teacher-learners and team-members.