• Journal of the Society of Disaster Information
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• v.17 no.3
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• pp.640-654
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• 2021

Purpose: Normal education operation was difficult in the national disaster situation of Coronavirus Infection-19. Non-face-to-face education can be an alternative to face to face education, but it is not easy to provide the same level of education. In this study, the professor of disaster management field will identify problems that can occur in the overall operation and progress of non-face-to-face education and seek ways to improve non-face-to-face education. Method: Non-face-to-face real-time education was largely categorized into pre-class, in-class, post-class, and evaluation, and case studies were conducted through the professor's case studies. Result&Conclusion: The results of the survey are as follows: First, pre-class, it was worth considering providing a non-face-to-face educational place for professors, and the need for prior education on non-face-to-face educational equipment and systems was required. In addition, it seems necessary to make sure that education is operated smoothly by giving enough notice on classes and to make efforts to develop non-face-to-face education programs for practical class. Second, communication between professor and learner, and among learners can be an important factor in non-face-to-face mid classes. To this end, it is necessary to actively utilize debate-type classes to lead learners to participate in education and enhance the educational effect through constant interaction. Third, non-face-to-face post classes, policies on the protection of privacy due to video records should be prepared to protect the privacy of professors in advance, and copyright infringement on educational materials should also be considered. In addition, it is necessary to devise various methods for fair and objective evaluation. According to the results of the interview, in the contents, which are components of non-face-to-face education, non-face-to-face education requires detailed plans on the number of students, contents, and curriculum suitable for non-face-to-face education from the design of the education. In the system, it is necessary to give the professor enough time to fully learn and familiarize with the function of the program through pre-education on the program before the professor gives non-face-to-face classes, and to operate the helpdesk, which can thoroughly check the pre-examination before non-face-to-face education and quickly resolve the problem in case of a problem.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.804-813
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• 2021

The purpose of this study was on the learning satisfaction of dental hygiene students according to the face-to-face and non-face-to-face teaching methods in the COVID-19 educational environment. A self-reported questionnaire was completed by 122 dental hygiene students of G University located in Gwangju from October to November, 2020. The general characteristics, instructional characteristics, teaching methods, and learning satisfaction were investigated, and the collected data were analyzed using SPSS 18.0. The effective practical teaching method chosen by the students was face-to-face, and there was a significant difference according to the class choice. The learning satisfaction according to the general characteristics showed a significant difference in the preferred practice method for improving instrument technique. The face-to-face classes showed significantly higher learning satisfaction in terms of checking on doing well study during class and the convenience. In addition, as a result of analyzing the factors influencing learning satisfaction, the choice of face-to-face class was confirmed as a significant variable. Therefore, in order to increase the learning satisfaction of students, it is necessary to design a class that essentially includes face-to-face class when planning a practice class.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.404-413
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• 2022

As non-face-to-face classes have been adopted as an essential class method in universities after COVID-19, interest in ways to encourage student engagement is increasing. Class engagement is a prerequisite for improving the quality of education, so it is inevitably an even more important requirement in non-face-to-face classes. Therefore, this study examined the efforts and concerns based on the teaching experiences of three professors of D University, which have been operated by mixing non-face-to-face or non-face-to-face classes since 2020. As a result, both professors and students went through trial and error in the early stages of non-face-to-face classes, but over time, it was confirmed that students not only actively expressed their opinions but also voluntarily expanded the class activity. This study is meaningful in that it found the possibility that professors-led classes can develop into learner-participating classes through appropriate harmony between face-to-face and non-face-to-face and the use of various media. Data were collected through an autobiographical method.

• The Journal of Information Systems
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• v.29 no.4
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• pp.45-56
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• 2020

Purpose The purpose of this study is to present the direction of efficient e-learning education through the importance and satisfaction survey of learners of non-face-to-face video lectures. Therefore, by grasping the degree of satisfaction of the importance ratio through the IPA analysis method, we try to present improvement measures for insufficient education methods. Design/methodology/approach For IPA analysis, we conducted an online survey of four universities and analyzed 154 samples. The analysis method used SPSS, and through the wordcloud analysis method of R, the suggestions for the non-face-to-face lecture method felt by learners were analyzed to derive implications for improving the quality of education. Findings As a result of the overall satisfaction survey for the entire non-face-to-face class, the factors with the greatest dissatisfaction are listed as follows. Complaints about the adequacy of learning materials and activities (quiz, discussion, assignments, etc.), Complaints about how to use the produced content, and complaints about announcements about class management (lecture schedule, lecture method) were identified in order. The factors of dissatisfaction were clear in the non-face-to-face class where interactive communication was impossible or insufficient. In addition to the lack of quick Q&A, there seems to have been a phenomenon of some neglect.

• Journal of Korean Clinical Health Science
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• v.10 no.1
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• pp.1543-1552
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• 2022

Purpose: It is intended to investigate the satisfaction of dental hygiene students with non-face-to-face online classes and use them as basic data for successful lecture design and operation. Methods: The data collected in this study were analyzed using the lBM SPSS Statistics 21 program. The general characteristics of the study subjects were frequency analysis, non-face-to-face online class satisfaction, and test satisfaction were frequency analysis and technical statistics. Through the independent sample T test, a t-test was conducted to find out whether there was an average difference in online class and test satisfaction according to grade. Results: The advantages of non-face-to-face online classes were that repetitive learning was possible (57.7%), the disadvantage was that there was a lack of real-time communication (74.9%), and the most efficient teaching method was a mixed form of online and face-to-face classes (64.9%). The satisfaction level of online classes was 2.69 points for 'self-directed learning habits,' which was the highest compared to the overall average of 2.55 points, and 2.09 points for 'difficulty in interaction between instructors and learners in online classes.'Non-face-to-face test satisfaction was 2.68 points for 'short test time gives fairness to test results,' higher than the overall average of 2.45 points, and 2.07 points for 'no difficulty accessing the test.'In terms of satisfaction with the non-face-to-face test according to the grade, it was found that the third grade showed a more negative attitude than the second grade in terms of sexual fairness (p<0.05). Conclusions: Through the above results, non-face-to-face online classes require various content development and some mixed classes considering the level of students, and instructors' efforts to improve the quality of classes for interaction between instructors and learners are needed.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.1
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• pp.195-202
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• 2023

This study is a comparative survey study conducted to explore the differences in learners' learning flow and learning satisfaction according to the non-face-to-face class operation methods implemented at universities. After implementing different class management methods for the same subject taught by the same instructor non-face-to-face for 15 weeks, each learning flow and learning satisfaction were compared and analyzed, and the collected data were analyzed with IBM SPSS 21.0. As a result of the study, learning flow was high in the order of lectures using real-time ZOOM and recorded lectures using self-studio(3.41±0.91, 3.28±1.01), and learning satisfaction was high in the order of lectures using real-time ZOOM and lectures using the automatic recording system of classes(3.40±0.80, 3.30±0.74). The item with the lowest score was the PPT audio recording lecture in both areas of learning flow and learning satisfaction(2.72±1.04, 1.73±1.04). Considering that system errors such as sound in the smart lecture environment operated for the first time in this study affected the research results, it is suggested that future research should be conducted by supplementing the corresponding part.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.284-290
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• 2021

This study aimed to identify the efficiency of online non-face-to-face English classes to propose possibilities for expanding these types of classes in a sustainable way even in the post-COVID era. Moreover, the study suggests pedagogical implications for the directions that should be further explored for online non-face-to-face English classes. To this end, the study employed an online non-face-to-face English reading class using Zoom and investigated the effects of online teaching on college students' reading comprehension via two achievement tests. The study also analyzed learners' satisfaction or dissatisfaction with this online non-face-to-face English reading class (and their reasons) through a questionnaire. Ultimately, the study found that online non-face-to-face English reading classes have a positive effect on learners' reading comprehension learning. In addition, the reasons for learners' satisfaction with online non-face-to-face classes include systematic class progress, class quality, and efficiency of learning. Instructors must be aware of the need to expand online non-face-to-face classes, for which they will have to be thoroughly prepared in advance. Instructors will also need to implement efficient online class activities, organize classes systematically with detailed explanations, and provide quick and useful feedback.

• Journal of Christian Education in Korea
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• v.69
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• pp.139-162
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• 2022

This study verified the effect of learning motivation on immersion by non-face-to-face class method. For this purpose, 101 college students majoring in early childhood education were selected as research subjects. The average age of the study subjects was 22.6 years old, and 51 students took non-real-time non-face-to-face classes, and 50 students took real-time non-face-to-face classes. The study measured the level of immersion and the type of learning motivation after the non-face-to-face class was finished. The measured data were analyzed using descriptive statistical analysis and multiple regression analysis. As a result, in the results for all students, the performance approach goal had the most influence on immersion, and the mastery goal orientation had the next effect. Performance avoidance orientation had no effect. For students in non-face-to-face classes, performance approach goal orientation had an effect on immersion, and for students in real-time non-face-to-face classes, mastery goal orientation had an effect. The implications that can be obtained from the results of this study are as follows. First, non-real-time non-face-to-face classes should cover basic knowledge and skills so that there are no mistakes and failures. Second, non-real-time non-face-to-face classes should allow tasks with appropriate difficulty to be performed with a deadline. Third, real-time non-face-to-face classes should lower the fear of mistakes and failures.

• 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.

• Knowledge Management Research
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• v.21 no.2
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• pp.119-135
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• 2020

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.