Purpose: This study aims to examine the impact of instructor–learner interaction on online class satisfaction, perceived academic achievement, and online class preference.
Methods: From December 20, 2023, to February 10, 2024, this study surveyed students in the medical and public health departments of K University and D University located in Gangwon-do and Daejeon, respectively.
Results: In the online class environment, instructor–learner interaction showed a significant positive correlation with online class satisfaction, academic achievement, and online class preference. On re-examination using regression analysis, it was found that among the subfactors of instructor–learner interaction, instructional support and instructor presence had a significant impact.
Conclusion: The findings suggest that in an online learning environment, instructors must make efforts to help learners identify what they need to learn by repeatedly asking whether they understand the learning content and providing appropriate feedback.

Keywords: Achievement, Interaction, Online class, Preference, Satisfaction