JMIR Publications

ABSTRACT

Background:

Education underwent a rapid transition from traditional to online learning due to COVID-19, resulting in a transactional distance (TD) between instructors and learners. Although disease control and staff/student safety are the top priorities during the pandemic, successful education is equally essential.

Objective:

This study aims to (1) investigate the satisfaction and TD of dental students in Korea with online learning, (2) examine the association between psychological factors, perceived risk and efficacy belief, and satisfaction, and (3) explore the perception of students about the advantages and disadvantages of online learning.

Methods:

This study explores the factors associated with online learning satisfaction using transactional distance theory during the transition to online education. Psychological factors that could influence satisfaction were adapted from the Health Belief Model. We conducted a cross-sectional web-based survey on 345 dental students from two institutes in South Korea in the spring of 2020. Responses to open-ended questions regarding the perception of online learning were analyzed qualitatively.

Results:

A multivariate hierarchical linear model for regression was used to analyze the effects of student characteristics, TD, and psychological factors (i.e., perceived risk of infection and efficacy belief of online learning) on online learning satisfaction. The average score for online learning satisfaction was 3.62 (SD = .84), just above the the midpoint of the possible range (1-5). Self-regulated learning (β = .08, P = .046), learner-instructor interaction (β = .08, P = .034), and learner-content interaction (β = .64, P < .001) were associated with higher levels of satisfaction. Moreover, a significant association between high efficacy beliefs in online learning (β = .20, P < .001) and satisfaction was founded.

Conclusions:

The findings suggest that efforts to minimize TD, facilitating self-regulated learning and interaction among students and instructors are critical for achieving online learning satisfaction. Moreover, establishing a common understanding among students regarding the necessity and efficacy of online learning during epidemics could enhance satisfaction.