• Journal of the Society of Disaster Information
• /
• v.18 no.1
• /
• pp.91-103
• /
• 2022

Purpose: After COVID-19, changes in the educational ecosystem take place and fire service academy education system have shifted from face-to-face into non fact-to-face. So, the educational effect of fire officials is decreased and the satisfaction level is also decreased. In this study, we want to examine the current status of non-face-to-face real-time remote education and supplement the problems to improve the educational methods, the educational environment, etc. Method: This study is an independent variable that affects non-face-to-face real-time remote education, consisting of education system environment, self-efficacy of computers, contents (education contents, structure, design, etc.), and proper interaction. A dependent variable was selected with satisfaction for non-face-to-face real-time remote education. In addition, it was selected and analyzed as an active property of learning motivation and learning attitude as control variables. Result: The better the content and the more active the learning motivation and the attitude toward learning, the higher the satisfaction of non-face-to-face real-time remote education, and the more active the learning motivation and the attitude toward learning, the more positive the computer self-efficacy and the satisfaction of learning Conclusion: In order to increase the satisfaction of non-face-to-face real-time education due to COVID-19, education designers or professors need to provide non-face-to-face education contents that can increase the aggressiveness of their learning motivation and learning attitude, and to increase the satisfaction of education for learners by increasing computer self-efficacy through pre-education of non-face-to-face education systems.

• Journal of Practical Engineering Education
• /
• v.13 no.2
• /
• pp.283-292
• /
• 2021

As universities have operated non-face-to-face semesters due to COVID-19, although instructors applying flipped learning to their classes also have changed it into non-face-to-face ways, there is still a lack of exploratory research on effectiveness of the new form of flipped learning. In this study, we explored the effectiveness of the non-face-to-face flipped learning by analyzing students' learning experiences throughout FGI and survey. By doing so, we sought to provide in-depth insights for successful implications of non-face-to-face flipped learning classes ultimately. The findings showed that many learners positively evaluated non-face-to-face flipped learning in terms of interactions, including quizzes, team activities, and interpersonal interactions (e.g., Q&A, feedback) with professors in non-face-to-face flipped learning classes. The result of the survey also showed significant differences in the pre-post test regarding learner's perceived learning achievement. Based on these findings, the implications were discussed.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.341-348
• /
• 2021

With the advent of the pandemic era, non-face-to-face classes are being conducted, and many studies are being conducted on the effects of non-face-to-face classes in many subjects. Since the programming class is a subject that combines knowledge transfer and practice. In the case of non-face-to-face classes, I wanted to know how students perceive them through a survey. The number of students who answered that traditional face-to-face classes were good in terms of ease of question and answer, understanding of class content and immersion in class, and more students answered that non-face-to-face classes were good in terms of securing practice time and class control. It is expected that using the results of this study will help plan effective programming lessons.

• International Journal of Advanced Culture Technology
• /
• v.11 no.1
• /
• pp.376-388
• /
• 2023

After a longitudinal analysis of the data on the college entrance examination of students enrolled in the Department of Chemistry Education at Gyeongnam from 2014 to 2021, the effect on the academic achievement of general chemistry according to the type of college entrance examination was studied. And the impact on the academic achievement of general chemistry according to the type of admission screening in face-to-face and non-face-to-face teaching-learning was also studied. As a result of analyzing the academic achievement of general chemistry by admission process, students admitted through occasional screening showed relatively high grades of A and B at 88.7%, and the ratio of grades of 1~3 of chemistry I in high school was high. On the other hand, in the case of students admitted through regular admission, the ratio of grades of A and B in general chemistry was very high at 94.3%, and the ratio of grades of 3~4 in chemistry I of the College Scholastic Ability Test was high. As a result of analyzing the academic achievement of general chemistry by class type and admission process, it was found that the grades of chemistry I by face-to-face classes had an effect on the academic achievement of general chemistry in non-face-to-face classes. In both admissions, the academic achievement of general chemistry by face-to-face classes was relatively higher than that of non-face-to-face-to-face classes.

• Korean Management Science Review
• /
• v.33 no.3
• /
• pp.65-87
• /
• 2016

Being the FinTech technologies rapidly developed, the non face-to-face private loan market is also growing dramatically. While the real-world interests in this market are keen, the empirical studies on the issue are few compared to its prospective impact on credit loan market. This paper suggests a credit scoring model for the non face-to-face private loan employing the ratings approach (the absolute measurement method) of AHP. Analyzing a sample of data consisting of 460,000 transaction records over an 8-year period in the United States, we develop a scoring model for the non face-to-face private loan screening, and validate the model for the practical usage. Conducting sensitivity analysis, we suggest customized cut-off points for the loan execution to suit each individual loan institution's need.

• Journal of Korean Clinical Health Science
• /
• v.11 no.1
• /
• pp.1607-1615
• /
• 2023

purpose: In addition to evaluating the quality of sleep of college students, the effect on non-face-to-face online learning satisfaction is identified and used as basic data for improving the quality of remote lectures. Methods: From June 1 to June 24, 2022, a self-entry survey was conducted on students enrolled in the dental hygiene department of D University in Daegu. To evaluate the non-face-to-face online learning satisfaction and sleep quality of the study subjects using the lBM SPSS Statistics 21 program, ANOVA analysis was conducted on the difference between individual stress levels and non-face-to-face online learning satisfaction. The correlation between sleep quality, stress, and non-face-to-face online learning satisfaction was analyzed using Pearson's correlation coefficient. Results: The lower the quality of sleep, the higher the stress, resulting in statistically significant results (p<0.001). The higher the quality of sleep, the higher the learning satisfaction, resulting in statistically significant results (p<0.001). There was a statistically significant positive correlation between learning satisfaction and stress (r=0.591, p<0.01). Conciussions: Through the above results, in order to improve the satisfaction of non-face-to-face online learning, it is necessary to manage the individual's learning environment and health to relieve stress. Instructors also need to communicate with learners and apply teaching methods considering learners' academic abilities.

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

• International Journal of Advanced Culture Technology
• /
• v.11 no.2
• /
• pp.210-220
• /
• 2023

We analyzed and compared factors such as changes in the degree of difficulty of concepts presented in Chemistry I textbook, changes in class types (non-face-to-face, face-to-face), etc. on academic achievement by level (upper, middle, and lower). Students from A high school in Gyeongsangnam-do were selected for the subjects of the study. As a result of analyzing the change in the degree of difficulty of concepts, the total score of chemistry I combined by non-face-to-face and face-to-face classes during the second semester was lower than that of the first semester. As a result of analyzing the impact of factors such as changes in conceptual difficulty, changes in class types, etc. on academic achievement by level, students' grades at the 'lower level' by non-face-to-face classes were lower than those by face-to-face classes. In particular, at the lower level of the second semester, there was a large difference in grades between non-face-to-face and face-to-face classes. In the results of these studies, it was found that instructors' active feedback is important to identify difficulties in understanding learning contents for students with low levels of academic achievement and improve them at the same time.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.3
• /
• pp.613-621
• /
• 2022

The purpose of this study is to understand the transition experience from face-to-face lectures by nursing professors to non-face-to-face lectures. In this study, 17 nursing professors who have conducted non-face-to-face lectures for at least two semesters were collected through in-depth individual interviews according to the empirical phenomenological research method and analyzed according to the qualitative topic analysis method. The research results described the transition experiences of non-face-to-face lectures, focusing on the topics of change and development process according to non-face-to-face lectures, relationship with students, self-relationship, social context and sociality. In conclusion, nursing professors are expected to receive sufficient support to autonomously select non-face-to-face lectures using advanced technologies according to the trend of social change.

• Journal of the Korean Society for Aviation and Aeronautics
• /
• v.30 no.3
• /
• pp.1-9
• /
• 2022

In this study we conducted a research regarding the effect on learning immersion and perception of the learning environment by learning presence of students in the Department of aeronautical science and flight operation in the context of non-face-to-face lectures caused by COVID-19. The relationship between learning presence (cognitive presence, emotional presence, and social presence) and learning commitment showed a high correlation. The learning immersion was also found to increase when cognitive presence, emotional presence, and social presence increased in multiple regression analysis to find out the effects of cognitive presence, emotional presence, and social presence, which are sub-factors of learning presence. The advantage of non-face-to-face classes was to be the ease of learning, and the disadvantage of non-face-to-face classes was the most difficulty of the learning process in the content analysis of the non-face-to-face class environment.