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Background: To survey and analyze awareness and recognition during a non-face-to-face lecture, and satisfaction with among dental technology students. Methods: Total 179 undergraduates were surveyed from the Department of Dental Technology. Frequency analysis, cross analysis, independent sample t-test, correlation analysis, and multiple regression analysis were used for analyzing statistics. Results: Overall satisfaction with the non-face-to-face lecture was the highest (p=.037) while watching a recorded lecture in the theory curriculum subject. In the case of practical subjects, satisfaction with face-to-face lectures appeared to be higher (p=.039) compared to non-face-to-face lectures. Factors influencing the recognition of nonface- to-face lecture quality included awareness of a place to conduct a class and of face-to-face delivered lecture quality, satisfaction with face-to-face lecture, and satisfaction with non-face-to-face lecture. Factors affecting satisfaction with a non-face-to-face lecture included a place to conduct a class, the most effective theory non-faceto- face class method, the method of having been experienced the most among non-face-to-face lecture methods, and the recognition of non-face-to-face lecture quality. Conclusions: Future educational environment should include combined face-to-face and non-face-to-face lectures. An efficient educational indicator will be needed to evaluate learners’ assessments and opinions about online classes, followed by its application to teaching methods.