The purpose of this study was to investigate the relationship between different types of learner interactions (student-student vs. student-instructor) and their satisfaction in online non-face-to-face English courses with a particular focus on lecture types (real-time vs. video-recorded) as a moderator. Four hundred forty-two university students who took non-face-to-face English-related courses delivered during the COVID-19 pandemic participated in the survey on the interactions with their course instructors and peer students during the semester. A series of multiple regression analyses were conducted to examine the impact of student-student and student-instructor interactions on course satisfaction and whether the lecture types moderated the relationship between each type of interaction and course satisfaction. The results were as follows: 1) students’ interactions with course instructors influenced more on course satisfaction than those with other students; and 2) lecture types worked as a moderator, indicating the impact of two types of interactions on satisfaction can vary depending on whether the class was delivered in synchronous, real-time mode or with video-recorded lectures. Pedagogical implications were addressed regarding the design and operation of online non-face-to-face classes with lecture types considered.
- 주제 : 어문학분야 > 영어학
- 발행기관 : 한국멀티미디어언어교육학회
- 간행물 : Multimedia-Assisted Language Learning, 23권 4호