• Journal of Industrial Convergence
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• v.19 no.6
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• pp.123-129
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• 2021

This Study is to identify factors that affect the interaction between professors and university students and their satisfaction with non-face-to-face lectures. The subjects were 348 university student who attended from October 5 to October 23, 2020. The statistics program was SPSS win 22.o. Among the expected benefits of non-face-to-face classes, the temporal benefit was 3.69 points, the expected benefit of the learning effect was 3.46 points, and the technical familiarity was 3.47 points. Satisfaction with non-face-to-face classes was found to be 3.58 points. Factors affecting the satisfaction of lectures in non-face-to-face classes were expected benefits of learning effect, university satisfaction, technical familiarity, expected benefits over time, and the number of non-face-to-face classes desired for the next semester. Learning effect The higher the expected benefit, the higher the university satisfaction, the higher the technical familiarity, the higher the expected temporal benefit, the higher the number of non-face-to-face classes desired for the next semester, the higher the satisfaction with the non-face-to-face class lectures. Therefore, it was confirmed that the role of the instructor was important in the interaction between the instructor and university students in the non-face-to-face class and the satisfaction of the lecture.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.613-621
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• 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 Service Research and Studies
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• v.10 no.3
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• pp.55-66
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• 2020

This study was attempted to demonstrate the service performance of non-face-to-face real-time video lecture service conducted in the coronavirus crisis in early 2020. Lecture service is divided into service production and service delivery from a service system perspective, and its role of lecture service system and the relationship between lecture service benefits and service satisfaction perceived by learners is demonstrated. In order to demonstrate this structural impact relationship, the result of analysis through a questionnaire survey on a total of 268 undergraduate students at G University, showed that the role and level of the non-face-to-face real-time video lecture service system affects the service convenience and service satisfaction. In the additional analysis, the learning orientation learners group perceived the service system level or role in the lecture service and the service benefit itself higher than the relationship orientation learners group. In the past, when a face-to-face class was conducted, learners group who attended a lot of extra curriculum activities perceived the benefits of coronavirus prevention lower than those of a group that did not. In this way, it is necessary to supplement the lecture service system by identifying the role expectation in the lecture service for the high relationship orientation group and the preferring extra curriculum activity group after detail research.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.397-408
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• 2020

This study conducted a focus group interview with 15 college freshman from J college to find out their experiences in non-face-to-face lectures with COVID-19. The contents of the interview were recorded and conducted, and the meaning was analyzed according to the focus group interview procedure through repeated listening. Components were 'Operation of non-face-to-face lectures in unprepared situations', 'Loss of orientation in lectures and departure from learning', 'One way listening', 'The convenience of taking a lectures'. The experience of 'Operating non-face-to-face lectures in unprepared situations' included the start of mixed non-face-to-face lectures, cumbersome and inconvenient online systems, and the demand for tuition refunds. The experience of 'Loss of orientation in lectures and departure from learning' has experienced difficulty in concentrating on lectures, Deficiency in the degree of recognition of learning content, and burden of assignments and exams. The experience of 'One way listening' has experienced lack of interaction between professors and learners and non reflection of liveliness in the field. Finally, participants experienced satisfaction with being able to lectures and repeat lectures at anytime and anywhere they wanted with the convenience of taking lectures. Based on this study, participants called for improvements in the quality lecture contents and interaction between professors and learners, and it is thought that universities will need administrative and financial support and education design and system construction to construct high-quality lecture contents.

• 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.

• Journal of Advanced Information Technology and Convergence
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• v.10 no.2
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• pp.177-197
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• 2020

Colleges have been forced to take non-face-to-face classes this year due to the COVID-19, and the situation is expected to continue unless the development of treatments and vaccines is carried out as soon as possible. In the situation where non-face-to-face classes are required under compulsion, two methodologies have been suggested as most representative alternatives to face-to-face classes: online real-time classes and on-demand contents classes. The purpose of this study is to compare the perceived convenience, self-fidelity, and preference of students between online real-time and on-demand contents classes by gender, school year grade, mostly using class media, and number of courses taken. Comparative results between online real-time and on-demand contents classes were statistically analyzed by surveying students at a university.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.4
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• pp.267-291
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• 2021

Due to the global pandemic caused by COVID-19 in 2020, there have been major changes in the education sites. Universities have fully introduced remote learning, which was considered as an auxiliary education, and non-face-to-face classes have become commonplace, and professors and students are making great efforts to adapt to the new educational environment. In order to improve the quality of non-face-to-face lectures amid these changes, it is necessary to study the factors affecting lecture satisfaction. Therefore, This paper presents a new methodology using big data to identify the factors affecting university lecture satisfaction changed before and after COVID-19. We use Topic Modeling method to analyze lecture reviews before and after COVID-19, and identify factors affecting lecture satisfaction. Through this, we suggest the direction for university education to move forward. In addition, we can identify the factors of satisfaction and dissatisfaction of lectures from multiangle by establishing a topic classification model with an F1-score of 0.84 based on KoBERT, a deep learning language model, and further contribute to continuous qualitative improvement of lecture satisfaction.

• Journal of the Korea Convergence Society
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• v.12 no.5
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• pp.109-119
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• 2021

With the coronavirus outbreak in China at the end of 2019, a global pandemic, most universities held non-face-to-face classes in the spring of 2020. One of the difficulties experienced by universities that abruptly conducted non-face-to-face education was management of the quality of education. Therefore, this study compared and analyzed how the existing indicators used to measure the quality of education in a non-face-to-face education environment changed. The results of the survey on the degree of adaptation and satisfaction of the lecture held at Handong University in the spring of 2020 were compared and analyzed with the previous data of the same lecturer. Overall, both class adaptation and satisfaction scores were found to be similar or slightly higher than before. Compared to lectures conducted by uploading recorded lectures, lectures conducted in real time had higher scores on all satisfaction survey questions. There was no significant change in satisfaction depending on the number of participants and the teacher's previous online lecture experience.

• The Journal of Internal Korean Medicine
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• v.41 no.6
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• pp.984-992
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• 2020

Objectives: This survey research was conducted to evaluate real-time non-face-to-face education in clinical Korean medicine conducted during the COVID-19 outbreak. Methods: This study was conducted with all 3rd and 4th grade students of the Department of Korean Medicine, Gachon University. The Korean Internal Medicine (Pulmonary) lecture course was held from April 1st to July 1st, 2020 for one semester. The lectures were conducted through real-time non-face-to-face education using the Cisco Webex program, and the lectures were mainly conducted by sharing a PowerPoint summarizing textbook. The questionnaire consisted of 3 parts and a total of 18 questions. The survey was conducted anonymously to ensure the confidentiality of all responses. Results: The overall score for real-time non-face-to-face education was 74.69±18.15 points. The efficiency of real-time non-face-to-face education was 2.12±0.78 points, and opinions on the expansion of future use were 2.08±0.91 points and were generally positive. The ratio of non-face-to-face education and face-to-face education in future clinical Korean medicine theory lectures was about 63:27, with a higher proportion of non-face-to-face education. Conclusions: Promoting clinical Korean medicine as a non-face-to-face education has generally been positively evaluated in terms of efficiency and overall, and its use should be expanded in the future. In particular, it will be necessary to use non-face-to-face education in the theory classes of clinical Korean medicine. However, technical problems involving internet, video, equipment, and communication tools will need to be improved in the future.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.151-165
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• 2022

The aim of this study is to examine the effectiveness of non-face-to-face classes conducted due to the COVID-19 crisis. In order to achieve this goal, a non-face-to-face class with flipped learning was applied in one subject of clothing major held at 'S' University in Cheongju, Korea. In addition, this study tried to analyze the differences between pre- and post-non-face-to-face classes in problem analysis ability, resource/information/technology literacy, convergent thinking ability as core competencies, and overall learning satisfaction. As a result, after participating in the non-face-to-face class in which the flipped learning was applied, the students recognized that their abilities improved in the three problem-solving competency sub-areas, and their overall learning satisfaction also increased. The effectiveness of non-face-to-face classes in the field of clothing and fashion has been mainly measured in fashion design and clothing construction courses. However, based on the results of this study, it can be suggested that non-face-to-face classes in a theory-oriented lecture-type class can be effective methods for improving students' core competencies such as problem-solving skills if teaching-learning methods such as flipped learning are applied. Therefore, the results of this study will be useful data for designing differentiated non-face-to-face class strategies in a theory-oriented lecture-type class to improve the core competencies of college students.