치위생학과 학생의 대면⋅비대면 수업에 따른 학습성과, 학습정서 및 수업의 질 비교 분석

다국어 초록 (Multilingual Abstract)

Objectives: This study compared learning outcomes, academic emotions, and perceived class quality between face-to-face and online classes among dental hygiene students.
Methods: A survey was conducted with 220 dental hygiene students from D College in Daegu who had experienced both face-to-face and online classes. They rated their learning outcomes(perceived achievement and class satisfaction), academic emotions (positive and negative), and class quality(content and interaction) for each format. Differences between class types were analyzed using paired t-tests. Relationships among class quality, emotions, and outcomes within each format were examined using correlation analysis, and multiple regression was used to identify factors influencing learning outcomes in each format.
Results: Face-to-face classes showed significantly higher scores in interaction quality, positive emotions, and class satisfaction than online classes(p<.05). Online classes were associated with significantly higher negative emotions. In both formats, instructional content quality and positive academic emotions were positively correlated with perceived achievement and satisfaction(p<.01). Multiple regression indicated that content quality and positive emotion were key predictors of learning outcomes in both face-to-face and online classes. Notably, positive emotion had a greater influence on learning outcomes in online classes than in face-to-face classes(p<.001).
Conclusions: Dental hygiene students perceived face-to-face classes as providing better interaction and more positive learning experiences, leading to higher satisfaction. However, the results suggest that with strategies to increase student engagement and positive emotions, online classes can achieve comparable learning outcomes. These findings can inform the development of effective blended learning approaches in dental hygiene education.