• Journal of Technologic Dentistry
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• v.43 no.2
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• pp.62-68
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• 2021

Purpose: This study examined the correlations between the satisfaction and effectiveness of practical training and theory lectures under two conditions: face-to-face lectures and non-face-to-face online lectures. Methods: A survey of 436 public health student, whereafter SPSS 20.0 (IBM) was used on the data to conduct frequency, descriptive statistics, and exploratory factor analyses. The Cronbach's α value was estimated in a reliability analysis, and a simple regression analysis was conducted to verify the study hypothesis. Results: It was found that the students preferred pre-recorded lectures online for both practical training and theory, claiming that when compared with face-to-face lectures, these non-face-to-face lectures meant a shorter commute and the ability to repeat the content. However, it was admitted that technical issues such as facilities or access difficulties and lower concentration could be a problem. The hypothesis that course satisfaction affects lecture effectiveness was verified, with both the practical training and theory lectures found to have a statistically significant positive (+) effect. The explanatory power of student satisfaction on the effectiveness of the theory component was slightly higher than that of the practical training component, with the students having more positive perceptions on the necessity of face-to-face lectures in practical training than they did for those in theoretical instruction. Conclusion: Providing non-face-to-face online theory courses and face-to-face practical training courses could increase student satisfaction and lecture effectiveness.

• Journal of Korea Society of Digital Industry and Information Management
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• v.17 no.3
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• pp.121-132
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• 2021

The purpose of this study is to explore ways to improve the quality of real-time video lectures in a non-face-to-face environment using IPA (Importance-Performance Analysis). Recently, due to the impact of COVID-19 in universities, all remote classes are being implemented, so research is needed to raise learner awareness. Accordingly, factor analysis, mean analysis, correspondence analysis, and IPA analysis were performed based on the data of 632 students who responded from March 21 to June 30, 2021 for learners of K University in Chungbuk. First, overall satisfaction was low compared to importance, and the difference in system perception was the largest. Second, the difference in learner perception of real-time video lectures through the IPA matrix showed that the system error and screen cutoff were the largest. Third, the difficulty of lecture content, task and test feedback, etc. are classified. Accordingly, the satisfaction of real-time video lectures in non-face-to-face environments is low, suggesting that school-level support for quality improvement to improve learner satisfaction in non-face-to-face environments and the role of instructors are needed to improve learners' academic achievement.

• The Journal of Korean Society for School & Community Health Education
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• v.20 no.3
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• pp.123-134
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• 2019

Objectives: The purpose of this study is to identify the problems of verbal violence that adolescents face in the post-human age, when the non-face-to-face media is increasing. Methods: A survey was conducted on 305 adolescents, aged 14 to 16 years of middle school and high school students. The data were analyzed with the SPSS 25.0. Results: As a result of conducting multiple regression analysis to identify the type of conversation that affects verbal abuse of adolescents, a model with a conversation with family, conversation with other people, messenger conversation such as KakaoTalk, and video chat conversation was selected. The amount of explanation was 11.4%. (R2 = .114) Of these, non-face-to-face conversations have been shown to increase verbal violence, and face-to-face conversations with family have, in turn, lowered the risk. As a result of t-testing to examine the effect of verbal abuse experience on the verbal violence index, the damage experience was significant in depression (p = .042) and impulsive aggression (p = .021). (P = .000). Conclusion: This study reiterates the importance of family dialogue along with the fact that the development of various non-face-to-face media in the Fourth Industrial Revolution can have a negative impact on adolescent mental health.

• Journal of the Korean Society of Radiology
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• v.14 no.7
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• pp.923-930
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• 2020

The COVID-19 crisis inevitably led to full-scale non-face-to-face education in 2020. The researchers selected five universities out of 48 universities in radiology and radiology departments nationwide (1.2 in 2019 and 1.2 in 2020) to examine the results of face-to-face training and non-face-to-face mock tests conducted by senior students in radiology departments and radiology departments of the national health department (12 in 2019 and 1.2 in 2020) in preparation for the license test. It turned out to be. Comparing the results of face-to-face and non-face-to-face training (two in 2019 and two in 2020), statistics were analyzed by nonparametric tests, and the results showed that there were differences in theory (Z=-2.023, p<0.05, application (Z=-2.023), p<0.05), practical skills (Z=-1.753, and p<0.05). As a result of the mock test, non-face-to-face education results in poor grades compared to face-to-face education, it is believed that lectures should be taught differently or various educational methods that can communicate with students should be combined.

• Journal of Digital Convergence
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• v.19 no.11
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• pp.485-498
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• 2021

This study confirmed the perceptions of performing arts field workers and related experts under the theme of non-face-to-face performing arts. As a result of the analysis, first, respondents agreed with the practical need for non-face-to-face performing arts, but respondents in the field viewed the lack of "fieldability" and "communication with the audience" of non-face-to-face performances as a problem. Second, respondents who participated in non-face-to-face performance production had negative perceptions of realism, immersion, interaction with the audience, lack of enjoyment outside the performance, and difficulties in securing budgets, filming and editing, and actors' acting commitment. Third, regarding the government's non-face-to-face performing arts-related support policy, they complained that support was only given to specific organizations and a small number of people, and administrative difficulties in support. Through this study, it can be suggested that face-to-face and non-face-to-face performance arts should be treated in a complementary and balanced relationship in terms of government policy.

• Journal of Internet of Things and Convergence
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• v.7 no.3
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• pp.31-37
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• 2021

This study aims to develop a face-to-face & non-face-to-face convergence tea culture therapy program for elderly people experiencing CORONA 19 pandemic anxiety and digital alienation, and apply the program to eight senior citizens aged 70 or older who use the K Senior Citizens' Day Care Center in P City to verify its effectiveness. Anxiety among elderly people experiencing coronavirus anxiety was 3.02 (SD 0.25) before participating in the program and 2.79 (SD 0.15), indicating a significant difference between before and after participating in the program (Z=4.245, P=.004) Based on this analysis, we present practical suggestions for the expansion of face-to-face & non-face-to-face convergence tea culture therapy programs to alleviate anxiety among elderly people who experience CORONA 19 pandemic anxiety.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.19 no.2
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• pp.81-96
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• 2024

This study analyzed the differences in the effects on entrepreneurship and entrepreneurial willingness of college students under the coronavirus pandemic by dividing theoretical education into practical education, face-to-face education, and non-face-to-face education, and analyzed the differences in the effects on entrepreneurship and entrepreneurship willingness according to the education method. This study conducted entrepreneurship education for 552 students at a comprehensive university in Chungcheong-do, Korea, and analyzed the sample by dividing it into theoretical and practical education, face-to-face education, and non-face-to-face education. In addition, a two-way repeated measures ANOVA was conducted to determine whether there were differences in the entrepreneurship education course operation form according to the pre- and post-education time points. The results showed that, first, the difference between the effectiveness of entrepreneurship education before and after theoretical and practical education was significant, and the entrepreneurship of practical education was higher than that of theoretical education after education. In the test of pre- and post-training differences in entrepreneurial intention, the difference in effectiveness was significant only in practical training. Second, the results of the repeated measures ANOVA analysis of the course operation type of theoretical and practical courses according to the difference between the pre- and post-education time points showed that there were differences in the entrepreneurship effectiveness of theoretical and practical courses according to the time point of education. Third, the difference in the effectiveness of entrepreneurship education according to face-to-face and non-face-to-face education was significant, and only the effect of non-face-to-face education on entrepreneurial intention was significant before and after education. Fourth, the results of repeated measures ANOVA analysis of face-to-face and non-face-to-face course operation type showed that the effect of face-to-face and non-face-to-face entrepreneurship education differed depending on the time of education. The pre-post difference in entrepreneurial intention was significant only for the non-face-to-face program. The implication of this study is that in order to increase the effectiveness of entrepreneurship and entrepreneurial will among university students, it is necessary to expand the amount of practical classes in which students actively participate in activities related to entrepreneurship. In addition, in order to increase the effectiveness of entrepreneurial will, a non-face-to-face education method that utilizes the metaverse space and increases the role of each student can contribute to increasing the effectiveness of entrepreneurial will.

• The Journal of Korean Academy of Orthopedic Manual Physical Therapy
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• v.29 no.3
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• pp.63-72
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• 2023

Background: This study investigated the effects of face-to-face and non-face-to-face McKenzie exercises and elastic band strengthening exercises on falls and fitness in older adults. Methods: A total of 44 subjects were divided into a face-to-face group (FG; n=22) and a non-face-to-face group (NFG; n=22) who met older adults. Both groups used McKenzie exercises and strength training with elastic bands The fall efficacy scale (K-FES) and glycosylated hemoglobin (HbA1c) Pro were used to compare the senior fitness test (SFT). Results: No significant differences were detected between the two groups before the intervention; however, a significant difference was noted in the K-FES scores after the intervention. The change in HbA1c after the intervention was not statistically significant in the FG or the NFG, and no significant difference was detected between the two groups. The change in lower limb muscle strength in the elderly physical fitness test showed no significant difference between the two groups before or after the intervention. The change in upper limb flexibility after the intervention was not significantly different in the FG or NFG, indicating no significant difference between the two groups. The change in the 3-meter round-trip test after the intervention was significantly different in both the FG and NFG groups, but the difference between the groups was not statistically significant. The change in the grip strength test of the dominant hand showed no significant difference after the intervention in the FG or the NFG, and the difference between the FG and NFG groups was not statistically significant. The dominant foot external standing after the intervention was significantly improved in the FG, but no significant difference was detected in the NFG, and the difference between the two groups was not statistically significant. Conclusion: The study findings revealed that FG and NFG McKenzie exercises and elastic band strengthen exercises were equally effective at preventing falls and improving fitness in older adults.

• Physical Therapy Rehabilitation Science
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• v.11 no.1
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• pp.43-48
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• 2022

Objective: In the present study, to determine the extent of academic stress and pain from sitting for a long time, we will use a questionnaire to examine the effects of non-face-to-face stress and back pain on college students who have conducted non-face-to-face lectures. Design: Survey research Methods: A questionnaire was conducted using Naver foam to identify academic stress, attitude and time to listen to lectures, and the extent of back pain for college students who are experiencing non-face-to-face lectures. Outcome measures include the scale of academic stress (SAS), the Numeric rating scale (NRS), the Oswestry Disability Index (ODI Korea version) was implemented. The difference in academic stress was analyzed by t-test and one-way ANOVA, and the correlation between academic stress and back pain was analyzed using the Spearman correlation coefficient. In order to examine the academic stress, consistency, and stability, the reliability of the academic stress items was measured by examining the reliability with the Cron-Bach alpha coefficient. Allstatistical significance levels were α=0.05. Results: According to the general characteristics of the subject, there were no statistically significant results compared to gender (P<0.05), but the higher the grade, the higher the stress index, the higher the level of pain. Conclusions: This study confirmed that non-face-to-face lectures caused by COVID-19 have increased academic stress and the resulting increase in back pain in college students.

• Journal of Engineering Education Research
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• v.25 no.2
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• pp.22-31
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• 2022

This study was conducted to investigate the effect of learning style and lecture attitude on academic achievement in non-face-to-face lectures. Among students attending H University in the first semester of 2020. 1,880 students voluntarily participated in the survey. The questionnaire consists of 33 questions, and actual GPA was used to determine academic achievement. In this study, ANOVA and regression were utilized to find out the factors affecting academic achievement. The results are as follows. First, in the correlation between learning style types, the higher the avoidant learning style, the lower the independent, cooperative, and competitive types. Second, the higher the independent learning type, the higher the positive lecture attitude and GPA, and the higher the type of cooperative learning, the higher the negative lecture attitude. Third, the positive attitudes of 4th graders were higher than that of 1st graders. Fourth, there was no difference in learning style between colleges. Fifth, independent/competitive learning styles and non-face-to-face lecture attitudes had a significant effect on academic achievement in non-face-to-face lectures. In conclusion, in order to narrow the academic gap, instructors must identify the type of learning style. And it is necessary to consider students' preferences for non-face-to-face lectures.