• Journal of Korea Entertainment Industry Association
• /
• v.15 no.1
• /
• pp.27-38
• /
• 2021

Non-Contact society has arrived due to social distinctions by COVID 19 pandemic. The arrival of the era of non-contact is having a profound impact on educational activities as well as on our social and economic lives. In response to the pandemic situation universities and all other educational institutions have implemented non-contact online classes. In particular arts physical educations and other practical classes are experiencing many difficulties due to the limited environment caused by social distancing from COVID 19 pandemic. Vocal classes are undergoing a transition mainly from 1:1 individual face-to-face lessons or group teaching methods to the non-contact era of online teaching or lesson methods. It is necessary to look at the direction of non-face-to-face practical classes in preparation for accelerated educational innovation. Edu-tech, which innovates technology in the wake of the age of non-contact after COVID 19 pandemic is expected to begin in earnest at school sites in Korea which have remained in the traditional way of education. The purpose of this study is to effectively non-contact vocal instructional methods by cogitating the current state of higher practical education and vocal classes in Korea. In addition, This study conducted two components of satisfied instructions such as 'Priorlearning of monitoring of recorded singing', and 'Immediate analyzing of various vocal contents and supplementary lessons of music theory' with a research on the peos and cons of non-face-to-face vocal class. Over a period of time, The effective non-contact of vocal instructional methods is in need to supplement non-face-to-face vocal class problems and further research and system construction with non-face-to-face vocal class's pros and cons to construct high-quality lecture contents is warranted.

• Journal of Environmental Health Sciences
• /
• v.50 no.1
• /
• pp.73-79
• /
• 2024

Background: Career preparation behavior is a challenge among nursing students during the COVID-19 pandemic. Nursing students' adaptation to a non-face-to-face educational environment, lack of interaction with others, and fear of infectious disease may affect career preparation behavior. Objectives: The purpose of this study was to identify factors that influence the career preparation behavior in the non-face-to-face educational environment caused by the COVID-19 pandemic. Methods: Data were collected in October 2022 from 130 nursing students from a college in City A. A total of 119 questionnaires were analyzed using descriptive statistics, t-tests, a one-way ANOVA, Pearson correlation, and stepwise multiple regression. Results: The findings show that major satisfaction had a significant positive correlation with career preparation behavior (r=0.56, p<0.001). Nursing professionalism showed a significant positive correlation with career preparation behavior (r=0.57, p<0.001). The factors influencing career preparation behavior included major satisfaction, nursing professionalism, and satisfaction with clinical practice. Nursing professionalism was the most influential factor (β=0.35), followed by major satisfaction (β=0.33). Together they had an explanatory power of 37%. Conclusions: The results of this study indicate that nursing college students who experienced the COVID-19 pandemic should search for ways to increase their major satisfaction and nursing professionalism programs should be increased to improve career preparation behavior.

• Journal of Creative Information Culture
• /
• v.7 no.4
• /
• pp.207-215
• /
• 2021

As computational thinking has been noted as an important competency worldwide, SW education was introduced in the 2015 revised curriculum, and SW education has been applied to the curriculum from 2018. However, in a poor educational environment, the educationally underprivileged class is in the blind spot of SW education and is not receiving systematic SW education. Therefore, this study analyzed the effect of conducting a non-face-to-face SW online education program for 267 underprivileged elementary school students in education at a time when non-face-to-face online education was being conducted through the COVID-19 mass infectious disease. As a result of conducting the computational thinking ability test, which abstraction, problem decomposition, algorithm, automation, and data processing, before and after education, the overall score of computational thinking and the score of all five factors were statistically significantly increased(p<0.001). Among the five factors, there was the highest score improvement in data processing score. These results suggest that the non-face-to-face SW online education program is effective in improving the computational thinking ability of elementary school students from the educational underprivileged class.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.11
• /
• pp.398-411
• /
• 2020

This study explored the case of non-face-to-face classes at colleges initiated in the Corona 19 environment. The scope of this study was to analyze the learning development process of the non-face-to-face class case facing the Corona 19 environment in university classrooms in terms of class and learning content, interaction, assignment activity, and teaching-learning activities. It was conducted for first-year students at H University's Early Childhood Education Department of Startup Basic Course. Study results found that, first, interest in entrepreneurship increased as learning content. Second, as a result of exploring the teaching and learning process, there is no significant difference in understanding the content or achieving learning goals. Third, the most regrettable thing about non-face-to-face teaching-learning is the lack of interaction activities. Fourth, the students finished by adapting to the new non-face-to-face teaching-learning environment. In the future, a non-face-to-face environment platform should be established, and studies that can deal with new perspectives and approaches, such as an educational interaction system including online and offline, should be continued.

• Journal of Engineering Education Research
• /
• v.24 no.6
• /
• pp.79-85
• /
• 2021

In a future society where cutting-edge science technology such as artificial intelligence becomes commonplace, the demand for talented people with basic knowledge of mathematics and science is expected to increase continuously, and the educational infrastructure suitable for the characteristics of future generations is still insufficient. In particular, in the case of students taking convergence courses including practical training, there was a problem in communication with the instructor. In this study, we looked at the current status of distance learning at domestic universities that came suddenly due to the global pandemic of COVID-19. In addition, a case study of the use of technology was conducted to facilitate the interaction between instructors and learners through case analysis of distance classes in convergence subjects. Therefore, this study aims to introduce the case of developing lecture contents for smooth convergence education in a non-face-to-face educational environment targeting the developed AI convergence courses and applying them to the education of enrolled students.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.17 no.6
• /
• pp.1213-1220
• /
• 2022

This study was conducted to understand how to derive educational methods to efficiently improve class satisfaction for 130 college students who experienced non-face-to-face classes during the last Covid-19. The appropriateness of class time, improvement of learning effect, continuity of non-face-to-face classes, and use of educational media were set as items corresponding to class satisfaction. Research was attempted to derive an educational method for efficient class satisfaction improvement by grasping the difference and relationship between variables.

• Fourth Industrial Review
• /
• v.2 no.2
• /
• pp.1-9
• /
• 2022

Purpose - The purpose is to present an efficient library-use education model in the form of flip learning, reflecting traditional teaching methods and gamification elements even in such non-face-to-face and face-to-face situations after COVID-19. Research design, data, and methodology - Research on library use education, research on ubiquitous environment and gamification instructional design, flip the learning, and gamification elements are classified, compared, and analyzed to present educational models for library education, COVID-19 Pandemic situation, and subsequent library use education. Result - We propose an e-learning content development strategy for flipped learning-based library education. First, benchmark and use the existing educational contents. Second, a user-friendly interface is configured so that learners can flexibly organize their learning contents. Third, it allows learners to experience it directly or indirectly in a virtual space. Conclusion - If the e-learning environment can be standardized to the level of schools or educational institutions, a good educational model that can be used not only in library user education but also in other fields will be possible.

• Journal of Science Education
• /
• v.46 no.1
• /
• pp.40-52
• /
• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.

• Journal of the Korea Convergence Society
• /
• v.12 no.5
• /
• pp.109-119
• /
• 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 the Korea Contents Association
• /
• v.21 no.6
• /
• pp.804-813
• /
• 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.