• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.211-224
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• 2023

This study surveyed 2nd graders of B high school and 1st graders of A university in Gyeongnam on factors such as behavior control and interaction in non-face-to-face classes, easy or difficult concepts presented in chemistry I and general chemistry textbooks. Based on the results of the survey, the effect of changes in the difficulty level of concepts presented in chemistry I and general chemistry and changes in class types (face-to-face and non-face-to-face) on students' academic achievement by level was compared and analyzed. In the face-to-face class, the average score between the first and second semesters was similar according to the change in the difficulty of the concepts presented in chemistry I and general chemistry. In the non-face-to-face class, the average score of chemistry I in the second semester was quite low, and the average score of general chemistry was rather high. In non-face-to-face classes, the average score of chemistry I in the second semester of low-level students was significantly lowered due to changes in the difficulty of the concept and changes in class types on academic achievement by level. In the case of 10% of students at the lower level, the academic achievement of chemistry I decreased in both the second semester regardless of the changes in the difficulty level of concepts and the changes in class types.

• Advanced Industrial SCIence
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• v.2 no.1
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• pp.39-44
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• 2023

The purpose of this study is to compare the performance and satisfaction of online classes and non-face-to-face mixed classes at universities during the COVID-19 pandemic. This study was conductedtargeted fourth-grade students taking adult nursing lectures at the Department of Nursing at one university. Class performance and class satisfaction were compared between students who participated in the non-face-to-face class and participated in the non-face-to-face mixed class. class performance, students' average scores out of 100 on the final exams were compared. Class satisfaction compared the average score of questionnaire on class satisfaction Class performance was high in online classes, Class satisfaction was higher in mixed classes than in non-face-to-face classes. In the future, it will be necessary to develop and operate various educational methods for university education in the post-COVID-19 era.

• Information Systems Review
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• v.23 no.4
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• pp.87-102
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• 2021

Smart cities are attracting attention as a new economic growth engine based on new technologies and means to solve side effects of urbanization such as a surge in energy consumption, deepening environmental pollution, and an increase in crime rates. In particular, as demand for non-face-to-face services increases due to COVID-19, the role of smart cities that can provide various online and offline non-face-to-face services is becoming more important. Therefore, this study defined smart city non-face-to-face services based on literature research on the concept and underlying technology of smart city, and analyzed consumer utility for each service using Conjoint analysis. In particular, differences in user preferences between Sejong City and Busan City, which are currently designated as national smart city pilot cities in Korea, were compared and analyzed, and based on the derived results, measures to improve the competitiveness of smart city services were suggested.

• Smart Media Journal
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• v.13 no.7
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• pp.27-35
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• 2024

Since COVID-19, the education industry has shifted many of its activities to non-face-to-face channels, and many programs are still being conducted in non-face-to-face channels during the endemic. This study aims to analyze the quality factors affecting user satisfaction of synchronous and asynchronous channels operated non-face-to-face and compare the differences between the two channels. For this purpose, we analyzed the reviews of graduate students of the same content in the synchronous and asynchronous channels at H University in Seoul, Korea. The non-face-to-face learning quality factors derived through topic modeling are educational system quality, content quality, instructor quality, and expectation confirmation, and their effects on user satisfaction were empirically analyzed through survey responses related to these quality factors. The results showed that all of the quality factors had a significant positive effect on satisfaction, and there were significant differences in satisfaction factors between the two channels. This study is significant in that it suggests that improving the content itself for synchronous channels and improving the convenience of the program operation system for asynchronous channels is effective in improving user satisfaction.

• Journal of the Health Care and Life Science
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• v.11 no.2
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• pp.191-196
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• 2023

This study was investigate the relationship between vaccination and clinical practice during the COVID-19 period, when clinical practice education for public health students is shifting to a non-face-to-face direction. Students' clinical practice experience after graduation is an important part of their professional careers. The result that students who wanted to work in health care had a higher level of face-to-face clinical practice than students who did not (OR: 3.421, 95%CI: 1.333-8.775). Face to face clinical practice was higher among vaccination students (OR: 2.522, 95%CI: 1.017-6.254). In the non-face-to-face clinical practice conducted at the COVID-19 of environment students were found to be low in satisfaction with the overall clinical practice due to concerns about contracting infectious diseases. Additionally, I felt anxious about working in the field after getting a job. Accordingly, we will be able to enhance the professional role of students by actively supporting vaccinations that can relieve anxiety about infectious diseases and conducting face-to-face clinical practice.

• 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.

• KIPS Transactions on Computer and Communication Systems
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• v.6 no.10
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• pp.421-428
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• 2017

The need for various approaches to non-face-to-face identification technology for registering and authenticating users online is being required because of the growth of online financial services and the rapid development of financial technology. In general, non-face-to-face approaches can be exposed to a greater number of threats than face-to-face approaches. Therefore, identification policies and technologies to verify users by using various factors and channels are being studied in order to complement the risks and to be more reliable non-face-to-face identification methods. One of these new approaches is to collect and verify a large number of personal information of user. Therefore, we propose a big-data based non-face-to-face Identity Proofing method that verifies identity on online based on various and large amount of information of user. The proposed method also provides an identification information management scheme that collects and verifies only the user information required for the identity verification level required by the service. In addition, we propose an identity information sharing model that can provide the information to other service providers so that user can reuse verified identity information. Finally, we prove by implementing a system that verifies and manages only the identity assurance level required by the service through the enhanced user verification in the non-face-to-face identity proofing process.

• Journal of The Geomorphological Association of Korea
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• v.19 no.3
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• pp.109-121
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• 2012

Rock-surface temperatures were observed at a trachytic lava dome, called as Baeknokdam Northwest Face, in the summit area of Mt. Halla, Jeju Island, to examine the frequency and occurrence season of freeze-thaw cycles and the rate of temperature changes during a freezing period. Long-term measurements were recorded over 18 months from November 2006 to April 2008, at a 1-hour logging interval and rock depth of 1.5 cm. Both diurnal freeze-thaw cycles and effective freeze-thaw cycles appear in larger numbers on a south-facing rock face than a north-facing rock face. The diurnal cycles were dominantly observed on February and March for the south face and on November and April for the north face, respectively. The annual freeze-thaw cycles were confirmed in terms of the presence of seasonal freezing periods lasting from mid-November to mid-April for the south face and from early-November to late-April for the north face, respectively. The rate of decreasing temperatures during the seasonal freezing periods is larger on the north face than the south face. Notwithstanding the lower numbers of freeze-thaw events, the north face experiences a higher frost intensity since the number of hours below $-3^{\circ}C$ is larger on the north face than the south face. The number of freeze-thaw events and the duration of days with continuous sub-zero rock temperatures largely depend on the solar radiation controlled by the aspect of the monitored rock surfaces, and thus the high-frequency short-term frost cycle dominantly appears on the south face and the annual frost cycle on the north face, respectively.

• Journal of the Korean Society of Radiology
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• v.15 no.6
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• pp.911-917
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• 2021

Severe Acute Respiratory Syndrome is being impacted worldwide by the prolonged COVID-19 situation. Due to the impact of COVID-19, domestic educational institutions have also changed their teaching methods. Domestic universities traditionally aim for face-to-face lectures, but due to the pandemic, they are conducting non-face-to-face lectures. This study aims to evaluate the effect of non-face-to-face lectures on radiology students. The subjects of this study are students of the Department of Radiology at University D in Daegu. As for the contents of the study, satisfaction with non-face-to-face lecture delivery, concentration, and comprehension was evaluated. Data analysis was performed in SPSS Ver. 26 was used, and the reliability measurement was found to be Cronbach's alpha coefficient = 0.805. In the results of this study, the satisfaction of non-face-to-face lecture delivery, concentration, and comprehension was overall high. However, satisfaction with theoretical subjects (2.08±0.88) was significantly different from that of practical subjects (2.51±1.10) (t=-9.880, p<.001). Satisfaction by grade level was highest in the first grade. As a result, it is judged that non-face-to-face theoretical lectures require more careful preparation from lecture planning than practical lectures, and further research is expected in the future.

• 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.