• International Journal of Advanced Culture Technology
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• 제10권3호
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• pp.226-236
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• 2022

We compared and analyzed the changes in students' science grades and their effects on science grades by level (upper, middle, and lower) according to non-face-to-face and face-to-face teaching-learning. 66 students from A Middle School in Gyeongsangnam-do were selected for the study. As a result of analyzing the change in science grades according to the teaching-learning type, the average score of science grades by non-face-to-face teaching-learning was lower than the corresponding score of science grades of face-to-face teaching-learning. As a result of comparing the level of understanding of learning content according to the evaluation type (paper-written, study-paper) in non-face-to-face and face-to-face teaching-learning, the average scores of science grades by paper-written and study-paper evaluations in non-face-to-face teaching-learning were significantly low. In addition, as a result of comparing the effect on science grades by level according to the teaching-learning type, the average score of science grades of lower-ranked students in non-face-to-face teaching-learning was relatively low.

• International Journal of Advanced Culture Technology
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• 제10권4호
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• pp.304-315
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• 2022

The effect on learning satisfaction was compared and analyzed according to the interaction of learners in non-face-to-face classes. 38 students enrolled in the Department of Chemistry Education at G University in Gyeongnam were selected for the study. As a result of analyzing the change in learning satisfaction according to learners' interactions, positive correlations between them were shown in non-face-to-face classes. The type of classes mainly consisted of non-face-to-face real-time classes, and despite the non-face-to-face classes environment, learners focused on classes and put a lot of effort to strengthen learning. Among learners' interactions, the effect of learner-content interaction on learning satisfaction was relatively the highest, while the effect of learner-learner interaction and learner-instructor interaction on learning satisfaction was low. It was found that learners' teaching-learning in non-face-to-face classes relied heavily on learning content, and interactions with fellow learners and instructors were very limited.

• 대한물리치료과학회지
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• 제30권4호
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• pp.63-70
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• 2023

Background: The purpose of this study was to comparison of learning attitude, class satisfaction, and self-regulated learning ability of face-to-face and non-face-to-face classes in college physical therapy students to improve the educational effect and quality of non-face-to-face classes when face-to-face classes such as COVID-19 become inevitable in the future. Design: Cross-section study. Methods: This study was conducted with 91 college students, 3rd year students of physical therapy department at a community college in 'A' region, Gyeongsangbuk-do, who took face-to-face classes in the first semester of 2022 and non-face-to-face classes in 2021 of the previous semester. Results: Class attitude was higher in face-to-face classes than in non-face-to-face classes. There was a significant difference in class satisfaction between face-to-face and non-face-to-face classes, In self-regulated learning ability, face-to-face classes had a more positive effect on self-regulated learning ability than non-face-to-face classes. Conclusion: This study serves as empirical basic data on the actual condition of non-face-to-face classes compared to face-to-face classes for college physical therapy students, suggests the direction of future research, and improves the quality of non-face-to-face classes in the field of physical therapy, which requires a lot of practice. and hope it will be used for development.

• 산업융합연구
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• 제22권1호
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• pp.169-176
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• 2024

본 연구의 목적은 간호대학생들의 비대면 학습을 경험한 그 의미와 본질을 파악하고자 질적 연구방법을 적용하여 파악하였다. 비대면 학습에 참여한 학생중 12명을 대상으로, 2022년 3월부터 4월까지 실시하고 3그룹의 포커스 집단을 구성하여 면담하였다. 면담자료는 Coaizzi의 현상학적 연구방법을 사용하여 분석하였다. 연구 결과 4개의 주제와 12개의 하부주제로 도출되었다. 4개의 주제는 '자유로움', '효율성', '자기통제', '사회성 부족'등으로 나타났다. 간호대학생들은 비대면 학습을 통해 비대면 학습의 의미를 알게 되었다. 간호대학생들의 비대면 학습 경험을 통해 비대면 학습의 참된 의미를 분석하고 알 수 있었다. 본 연구 결과 간호대학생의 비대면 학습 경험에 대한 참여자들의 내적이해를 제공하였으며, 이는 비대면 교육 프로그램에 다양하게 적용할 수 있을 것이다.

• 한국항공운항학회지
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• 제30권3호
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• pp.1-9
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• 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.

• 공학교육연구
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• 제25권1호
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• pp.22-32
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• 2022

The purpose of this study is to design and operate non-face-to-face online practice class in engineering education, and to explore students' perceptions and effectiveness of them. To this end, after developing and implementing a strategy for non-face-to-face online practice activities in the 'Introduction to Electric Circuits and Lab' course, the questionnaire responses of 47 learners were analyzed, and the group differences were investigated using Kruskal-Wallis test. As a result, it was found that students' perceptions of non-face-to-face online practice class were positive in terms of learning effect, learning convenience, interaction, and satisfaction. The group difference according to the face-to-face/non-face-to-face preference method was found to be higher in the group that preferred non-face-to-face class in terms of learning convenience, interaction and satisfaction. As for the group difference according to the number of questions and answers of the learners, the group who answered the question showed a higher awareness of the learning convenience and interaction than the group that did not. In addition, implications for designing a learning environment for non-face-to-face online practice classes were presented.

• 공학교육연구
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• 제24권5호
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• pp.53-64
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• 2021

The purpose of this study is to provide implications for designing and implementing non-face-to-face online classes at the College of Engineering in the post-corona era by analyzing the instructors' evaluations and experiences of non-face-to-face online classes operated in the COVID-19 pandemic. According to the overall evaluation results of non-face-to-face online classes from instructors at the College of Engineering, 'instructional design' was the highest among the five areas including instructional design, learning management, learning support, learning evaluation, and instructional outcomes. In addition, the effectiveness of non-face-to-face online experimental or practical classes was found to be relatively low. The results of this study imply that the instructors need to consider several instructional strategies such as active interaction with learners, clear explanation, and the use of technology in non-face-to-face online engineering classes.

• 실천공학교육논문지
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• 제13권2호
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• pp.283-292
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• 2021

COVID-19로 인해 대학도 비대면 교육이 진행되고 있다. 이에 플립러닝 적용하고 있는 수업의 경우에도 비대면 체제로 전환하여 운영이 되고 있으나, 새로운 형태의 비대면 플립러닝 수업 방식에 대한 사례 및 효과에 대한 탐색 연구는 아직 부족한 실정이다. 이에 본 연구에서는 비대면 플립러닝 교수 전략의 효과를 살펴보기 위해, FGI 및 설문을 통해 학생들의 학습 경험을 분석하고 교과목 목표 달성 수준을 확인하여, 궁극적으로 효과적인 비대면 플립러닝 수업을 위한 시사점을 제공하고자 하였다. 연구결과, 학습자들은 대체로 비대면 플립러닝 수업방식에서 퀴즈, 팀활동, 그리고 교수자의 질의응답 및 피드백 등 상호작용 측면에서 긍정적으로 평가를 하였으며, 사전-사후 학습 달성 정도의 변화에서도 유의한 차이를 보여주었다. 이러한 연구결과를 바탕으로 시사점을 논의하였다.

• 한국임상보건과학회지
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• 제11권1호
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• pp.1607-1615
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• 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.

• International Journal of Advanced Culture Technology
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• 제10권2호
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• pp.162-173
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• 2022

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.