• Journal of the Korea Convergence Society
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• v.12 no.1
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• pp.219-223
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• 2021

This study aims to present a non-face-to-face teaching methodology for the theory and practical lessons of design majors, especially for the arts and sports field. It was conducted to improve the existing teaching models after the non-face-to-face online lectures which began with COVID-19. Various existing smart learning methods such as online classes, interactive classes, and flip learning were reviewed, and a method to efficiently manage practical skills by supplementing the shortcomings of each study was suggested. 4 stages of teaching development - setting a teaching method, teaching progress, evaluation, and follow-up management-were designated and applied to the class of design majors. The result showed that it is effective in terms of teaching method and progress; however, the limitations of non-face-to-face classes were found in the stages of evaluation and follow-up management. Therefore, it is expected that further research on evaluation and follow-up management, such as specific practical instruction methods is required to improve completion.

• 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.

• Journal of the Korean Society of Radiology
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• v.15 no.4
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• pp.519-524
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• 2021

As the COVID-19 situation continued to spread to the local community along with the spread due to influx, each university had to conduct all online classes and partially online classes. The purpose of this study was to investigate the satisfaction of learners with the content and lecture contents by paying attention to online non-face-to-face classes according to the change of the class environment in the Corona 19 situation. Satisfaction survey on online non-face-to-face class major subjects was analyzed using questionnaires from June 1 to June 11, 2021, targeting 2nd and 3rd year students in the Department of Radiology at S University in Daegu. As a result of the study, satisfaction with content and class content was found to be an average of 3.78 ± 0.75 points, and learning satisfaction was found to be an average of 3.00 ± 1.14 points. In addition, when taking online non-face-to-face classes, the correlation between students' class attitude and content and class content satisfaction was the highest (r=0.555, p<0.01), and it was found that there was also a correlation between content and class content satisfaction and learning satisfaction. (r=0.331, p<0.01). I think that satisfaction with non-face-to-face online classes can be improved if the quality of content is improved during non-face-to-face online major classes as well as more active interactions between students and professors.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.310-323
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• 2021

In this study, we analyzed the application of flipped learning in the untact online classes, focusing on thr social and engineering subjects of universities. Due to the unprecedented situation of COVID-19, the professors and learners were unable to conduct the face-to-faceclasses, and the existing flipped learning classes were analyzed separately from the social and engineering subjects. In particular, the results of this study will provide the basic data on the direction of post-corona-era university classes in that it can increase the effectiveness of flipped learning if it is linked to the flexibility of the university's academic system such as intensive course.

• Journal of the korean academy of Pediatric Dentistry
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• v.49 no.3
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• pp.310-320
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• 2022

This study aimed to evaluate the academic effectiveness of non-face-to-face classes in deciduous tooth morphology practice. Under the course name dental morphology, a total of 60 dental students took face-to-face classes while 55 pre-dental students took non-face-to-face classes. Students were required to submit their practical assignments after 5 weeks of practical classes. To evaluate the academic effectiveness of non-face-to-face classes, practical assignments were scored by an evaluator and compared with face-to-face classes using the Mann-Whitney U test and the chi-square test. The results showed that the practical score in face-to-face classes was 77.43 ± 5.97 and the practical score in non-face-to-face classes was 76.04 ± 5.83. There was no significant difference in the academic effectiveness of face-to-face classes compared to non-face-to-face classes in deciduous tooth morphology practice (p > 0.05). This study suggests that non-face-to-face classes on introductory practice such as the dental morphology course can provide comparable quality to the education taught in traditional face-to-face classes.

• Journal of Science Education
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• v.45 no.2
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• pp.257-273
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• 2021

This study explores classes for pre-service mathematics teachers. The purpose of this study is to examine the differences between 'non-face-to-face' classes & 'face-to-face' classes, as well as the differences in learning outcomes between these two methods. A Professors' Learning Group was formed to effectively carry out this study. Through this learning group, we shared how to plan and operate the lecture. The subjects of this study are 'non-face-to-face calculus courses & face-to-face calculus courses' and 'non-face mathematics education theory courses & face-to-face mathematics education theory courses." Specifically, in these two pairs of courses, we analyze the differences in course management and the differences in the outcomes of students' assessments. Non-face-to-face classes were planned, developed, implemented and evaluated based on the 'non-face class design model.' The results of this study are as follows: First, we explored the differences between 'non-face-to-face classes/mixed classes' and 'face-to-face classes.' Second, the achievement results in calculus courses were higher in face-to-face classes than in non-face classes. Third, the results of achievements in mathematics education theory courses were higher in mixed classes than in face-to-face classes. Through the results of this study, we hope that the non-face-to-face class capabilities can be improved in pre-service mathematics teacher training.

• Journal of Christian Education in Korea
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• v.66
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• pp.343-382
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• 2021

This study is a case study in which the interactive non-face-to-face classes using Edutech were applied to the Department of Christian Education. The subjects were 20 students from the Christian education department of A University located in the metropolitan area. The course was 'Instructional Methods and Educational Technology' in the first semester of 2020. In theory, I studied non-face-to-face classes and interaction, and edutech and interaction. Afterward, it designed and developed interactive non-face-to-face classes using edutech. The interactive non-face-to-face classes using edutech were developed as a process of applying Flipped-PBL based interactive edutech. In addition, Edutech was selected for active interaction according to the Flipped-PBL process to be carried out in a non-face-to-face situation. In particular, in the process of developing the problem of PBL, it was built around the situation of the church. As a result of applying the class, first, learners showed high satisfaction and interest in the class. Second, positive transference appeared in the space of learning and the space of living. Third, interactive non-face-to-face classes using Edutech have generated active interaction. In particular, interactive edutech and learning methods have become the main factors enabling active interaction. Through this, learners have improved learning efficiency, immersion, and satisfaction. Also, as an alternative to face-to-face classes, I was able to experience online classes. In other words, the satisfaction and interest of learning, and the transference of learning space, were also possible through active interactions generated through learning methods using interactive Edutech used in class. Furthermore, disabilities in the online communication(Internet) environment and learners' unfamiliarity with the online environment have been found as factors that hinder learning satisfaction and interaction. During learning, obstacles to the online communication environment hinder the utilization of interactive Edutech, preventing active interactions from occurring. This results in diminishing satisfaction and interest in learning. Therefore, we find that designing interactive non-face-to-face classes using Edutech requires sufficient learner learning and checking of the online communication(Internet) environment in advance for Edutech and learning methods. In response, this study confirmed the possibility by applying interactive non-face-to-face classes using Edutech to Christian education classes as an alternative method of education that allows active interaction and consistent transference of learning and life. Although it is a case study with limited duration and limitations of the number of people, I would like to present the possibility as an alternative Christian education method of an era where the direction of online classes should be presented as an alternative to a face-to-face class.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.177-185
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• 2020

The spread of COVID-19 has caused confusion in the education field as it has led to the implementation of untact classes without preparation. The purpose of study is to find ways to effectively design and operate untact classes for tax accounting department. The survey and FGI were conducted on professors and learners. As a result, video classes through lecture shooting and PPT-based video conversion were the most utilized. Students prefer these two types most, because they can learn repeatedly regardless of time and space. The improvement measures are as follows. For video classes that reflect various characteristics of the subject, supporting for equipment and human resources is needed, and for professors, teaching support for untact classes and education on equipment manipulation is needed. Continuous Quality Improvement for untact classes should be overhauled. In the future, in-depth research is needed to various majors, this will help find ways of untact classes suitable for the characteristics of the subjects.

• 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.

• Journal of Korea Entertainment Industry Association
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• v.15 no.4
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• pp.267-277
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• 2021

Both teachers and learners should participate in non-face-to-face class due to COVID-19. The non-face-to-face class has brought about many problems, where they made adequate preparations for such abrupt situation. This study attempted to understand and improve problems occurring during non-face-to-face midi class. The findings are as follows: First, there were differences in equipment available to contact and non-face-to-face class. Such a problem could be improved by using Reaper, DAW which can be installed and freely utilized without any functional limits, regardless of the types of operating systems. Second, latency could not be reduced, when the screen share function of Zoom was used, since it was impossible to select audio interface's drivers in DAW. This problem was improved by again receiving audio output as input and sending it, from the perspectives of teachers. In addition, learners who used the operating system of Windows and have no audio interfaces usually suffer from latency during practices. The latency can be reduced by installing Asio4all. Third, image degradation and screen disconnection phenomena occurred due to the lack of resource. Two computers were connected by using a capture board and the screen disconnection phenomena could be improved by distributing resources and maintaining high-resolution. The system for allowing non-face-to-face midi class could be successfully established, as one more computer was connected by using Vienna Ensemble Pro and more plug-ins were used by securing additional resources. Consequently, the problems of non-face-to-face midi class could be understood and improved.