• Journal of Industrial Convergence
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• v.20 no.7
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• pp.79-88
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• 2022

This study is a one group pretest-posttest design study to confirm the effect of non-face-to-face Havruta's activities on communication competency, academic self-efficacy, and learning immersion of nursing students. The study was conducted from September to October 2021. The collected data were through self-report questionnaires of 69 student nurses. The data were analyzed by frequencies and paired t-test using SPSS 24.0 program. As a result, the subjects' communication competency, academic self-efficacy, and learning immersion were significantly increased after the non-face-to-face Havruta's activities compared to before. The results of this study can be useful basic data for professors who want to apply non-face-to-face Havruta's activities to their classes in the future.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.51-57
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• 2022

The purpose of this study is to explore the future direction of university liberal arts classes at a time when many educational institutions have returned to face-to-face instruction as social distancing related to COVID-19 has been eliminated. A survey was conducted with 187 college students who took a liberal arts class that included a combination of online and in-person classes. The results found that learners were generally satisfied with remote learning (87.8%). The reasons for this high level of satisfaction included sufficient comprehension of class content, systematic class progress, and the efficiency and convenience of learning in a remote environment. Satisfaction levels for in-person classes (66%) were relatively lower than those for remote classes, and this is reflected in the preference for class type. Among wholly in-person, wholly remote, and a combination of both, it was found that learners preferred remote classes the most (54.4%). When conducting in-person classes, instructors must devise a class plan that incorporates the advantages of online remote classes.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.223-231
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• 2022

Covid-19, which has made a huge difference in our daily lives, has also brought major changes to our college education. As the class was changed from the traditional face-to-face class to a non face-to-face class, both teachers and students had difficulties in adapting, and problems such as the occurrence of academic achievement gaps due to non face-to-face classes were also raised. Therefore, this study aims to find out what attitudes students have toward non-face-to-face classes at universities caused by Covid-19. Accordingly, this study tried to identify the types of subjective perceptions college students have toward non-face-to-face classes by applying the Q methodology, and to suggest points for reference in the development and improvement of non-face-to-face classes in the future. Five types were found as a result of analysis using 30 P samples and 34 Q samples. First, learning efficiency-oriented type, second, class participation and communication-oriented type, third, non-face-to-face class active acceptance and utilization type, fourth, dissatisfaction type due to remote system and equipment operation errors, fifth, passive response type according to the situation to be. From the results of this study, it seems that it is necessary to develop an educational method for effective non-face-to-face class considering the characteristics of each type, and the merits of non-face-to-face classes, especially recorded lectures, in terms of learning efficiency, are evident. Therefore, even if face-to-face classes are conducted entirely at universities, it is believed that providing video-recorded lectures in class will be of great help to students' learning.

• Journal of Service Research and Studies
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• v.12 no.2
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• pp.65-79
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• 2022

Non-face-to-face classes continue due to Covid-19. There have been e-learning classes since the past, but the difference is that the current non-face-to-face classes are blended classes that combine real-time and recording classes or combine face-to-face and non-face classes. It is also characterized by being able to self-filmed or choose various lecture platforms in a place other than a dedicated studio. The advantages of non-face-to-face classes can be learned beyond time and space, and repetitive viewing and learning speed can be adjusted. Greening classes have no time and place constraints, and real-time classes have the advantage of high communication effects with learners. Evaluating whether non-face-to-face classes provide sufficient quality compared to face-to-face classes or e-learning will be necessary if branded classes are considered for post Covid. In this paper, for the evaluation of the service quality of non-face-to-face classes, the essential attributes desired by the instructors were derived from the viewpoint of Kano quality attributes and a quality improvement plan was proposed. After expressing the degree of functions that non-face-to-face classes should have on the X-axis and the satisfaction of learners on the Y-axis, 23 quality attributes were classified into 6 quality dimensions. In addition, satisfaction coefficient, dissatisfaction coefficient, and customer satisfaction improvement index were derived. As a result, 50% of learners were satisfied with non-face-to-face classes, but the preference was slightly higher than satisfaction, suggesting the sustainability of non-face-to-face classes. In terms of the customer satisfaction improvement index, the ranking of attributes with the largest increase in satisfaction when improving class quality was as follows. Professors' quick answers to learners' questions, content that can fully explain the subject, what the professor explains easily, develop high-quality content that can be learned on mobile phones, fairness of attendance checks, and real-time classes should start on time.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.111-119
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• 2022

This study examined the relationship of self-directed learning ability, teaching presence, learning flow and academic achievement of nursing students in non-face-to-face class. Data were collected through self reported structured questionnaire in 146 nursing students from June 19 to 20, 2021. Data were analyzed using SPSS/WIN 23.0. As a result this study, academic achievement was positively correlated with self-directed learning ability, teaching presence and learning flow. As result regression analysis, learning flow, self-directed learning ability and teaching presence explained 67% of the academic achievement in nursing students. Therefore, based on this study it will be more effective to improve academic achievement of instructional design and customized instructional methods that can improve self-directed learning ability, teaching reality and learning commitment are applied together in non-face-to-face classes.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.227-238
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• 2022

This study is the case of non-face-to-face teaching-learning in the subject of "Research and Guidance on Early Childhood Materials" in the pre-child teacher training program. The study conducted a non-face-to-face teaching-learning model for 18 students at B University in region C who took lectures on 'Research and Guidance on Early Childhood Materials' in the first semester of 2021. As a non-face-to-face teaching-learning model, it consisted of video lectures, real-time zoom classes, and various forms of 'communication' through frequent feedback and interaction and 'participation'. As a teaching-learning strategy for the participation of pre-service early childhood teachers, comment on questions related to early childhood materials, in-depth reflection on early childhood materials through writing reflective journals and observation reports, and step-by-step presentation of making childhood materials plans, processes, and results were carried out. As a result of exploring the experience of making early childhood materials for pre-service early childhood teachers, factors such as "growth experience through trial and error," "thinking from child's point of view", "Increase efficiency and reduce burden through communication", "Process rather than result" and "The importance of communication and interaction in non-face-to-face classes"

• Journal of Korea Society of Industrial Information Systems
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• v.27 no.2
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• pp.129-141
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• 2022

The purpose of this study is to reveal the variables that affect learning immersion, in real-time non-face-to-face classes. To this end, a survey was conducted from November 22, 2021 to December 5, 2021 for students with experience in zoom classes. Excluding incorrect questionnaire, 117 copies were analyzed using a structural equation model. The results show that 'interest' and 'interaction level' influenced 'learning immersion', and 'learning immersion' had a positive effect on 'learning outcome'. The contribution of this study is that it empirically analyzed variables affecting learning immersion in real-time non-face-to-face classes. In the follow-up study, it is necessary to verify variables that affect learning immersion in various platforms, including zoom.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.421-428
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• 2021

This study intended to identify the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction. Lesson plans for face-to-face and online instruction were analyzed by 84 participants who were seniors at C university of education. Results of content analysis indicate that 'Providing Learning Guidance' domain is the biggest domain in terms of the frequency gap between face-to-face and online instruction. Frequency differences by domains between face-to-face and online instruction were found to be significant as a result of Chi-square test. Frequency differences by instructional elements in the 'Providing Learning Guidance' domain between face-to-face and online instruction were found to be statistically significant as well. In conclusion, this study indicates the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction, which implies the necessity for the development and implementation of professional development programs focusing on the perceptions on instructional design of online instruction for pre-service elementary school teachers.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.643-655
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• 2022

The purpose of this study was to verify the moderating effect of parental learning involvement in the effect of adolescents' time management ability on face-to-face and non-face-to-face learning flow. The participants were 363 middle and high school adolescents, and data were collected through an online survey. The main statistical analysis methods were ANOVA, correlation analysis, and regression analysis. The major findings were as follows. First, learning flow was significantly higher in the face-to-face class than in the non-face-to-face class. Second, there was a statistically significant positive correlation among time management ability, parental involvement in learning, and learning flow. Third, in the effect of time management ability on face-to-face learning flow, the moderating effect of parental learning involvement was statistically significant. Fourth, in the effect of time management ability on non-face-to-face learning flow, the moderating effect of parental learning involvement was statistically significant. In other words, the higher the positive parental involvement in learning, the stronger the effect of adolescents' time management ability on learning flow. Finally, the importance of positive parental involvement for the improvement of adolescents' learning flow and methods of enhancing time management ability were discussed.

• Journal of Digital Convergence
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• v.20 no.2
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• pp.57-62
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• 2022

This study was conducted with the purpose of listening to the explanations of artworks in the non-face-to-face class and confirming the learner's feelings as a result of the class. The proposed system listens to the explanation of the artwork, inputs the learner's emotions with a dedicated key, and expresses the result in music. To this end, the direction of the non-face-to-face art appreciation class model using the emotion key was set, and based on this, a system for non-face-to-face art appreciation was constructed. The learner will use the 'smart device using the emotion key' proposed in this study to listen to the explanation of the artwork and to input the emotion for the question presented. Through the proposed system, learners can express their emotional state in online art classes, and instructors receive the results of class participation and use them in various ways for educational analysis.