• Journal of Digital Convergence
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• v.19 no.7
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• pp.397-408
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• 2021

The purpose of this study is to investigate the effect of teaching style of liberal arts physical education professors to class satisfaction, Class flow and physical education attitude of liberal arts students. A study was conducted on a total of 221 liberal arts students. For the collected data, a confirmatory factor analysis and reliability analysis (Cronbach' α) for the measurement tool were performed using the SPSS 26.0 and Amos 21.0 programs. And correlation analysis and multiple regression analysis were performed. The liberal arts physical education Professor's teaching stlye affects the student's class satisfaction (educational satisfaction, environmental satisfaction, psychosocial satisfaction, physical satisfaction), and students' class flow (class immersion, purpose experience, consciousness agreement, challenge, control, Integration). In addition, it has various effects on the student's attitude toward physical education(relationships, physical activity, active participation, health and physical fitness, positive emotions). Efforts to strengthen the competence of liberal arts physical education professors will be needed to revitalize the liberal arts physical education.

• Journal of Service Research and Studies
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• v.12 no.2
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• pp.65-79
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• 2022

Non-face-to-face classes continue due to Covid-19. There have been e-learning classes since the past, but the difference is that the current non-face-to-face classes are blended classes that combine real-time and recording classes or combine face-to-face and non-face classes. It is also characterized by being able to self-filmed or choose various lecture platforms in a place other than a dedicated studio. The advantages of non-face-to-face classes can be learned beyond time and space, and repetitive viewing and learning speed can be adjusted. Greening classes have no time and place constraints, and real-time classes have the advantage of high communication effects with learners. Evaluating whether non-face-to-face classes provide sufficient quality compared to face-to-face classes or e-learning will be necessary if branded classes are considered for post Covid. In this paper, for the evaluation of the service quality of non-face-to-face classes, the essential attributes desired by the instructors were derived from the viewpoint of Kano quality attributes and a quality improvement plan was proposed. After expressing the degree of functions that non-face-to-face classes should have on the X-axis and the satisfaction of learners on the Y-axis, 23 quality attributes were classified into 6 quality dimensions. In addition, satisfaction coefficient, dissatisfaction coefficient, and customer satisfaction improvement index were derived. As a result, 50% of learners were satisfied with non-face-to-face classes, but the preference was slightly higher than satisfaction, suggesting the sustainability of non-face-to-face classes. In terms of the customer satisfaction improvement index, the ranking of attributes with the largest increase in satisfaction when improving class quality was as follows. Professors' quick answers to learners' questions, content that can fully explain the subject, what the professor explains easily, develop high-quality content that can be learned on mobile phones, fairness of attendance checks, and real-time classes should start on time.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.223-231
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• 2022

Covid-19, which has made a huge difference in our daily lives, has also brought major changes to our college education. As the class was changed from the traditional face-to-face class to a non face-to-face class, both teachers and students had difficulties in adapting, and problems such as the occurrence of academic achievement gaps due to non face-to-face classes were also raised. Therefore, this study aims to find out what attitudes students have toward non-face-to-face classes at universities caused by Covid-19. Accordingly, this study tried to identify the types of subjective perceptions college students have toward non-face-to-face classes by applying the Q methodology, and to suggest points for reference in the development and improvement of non-face-to-face classes in the future. Five types were found as a result of analysis using 30 P samples and 34 Q samples. First, learning efficiency-oriented type, second, class participation and communication-oriented type, third, non-face-to-face class active acceptance and utilization type, fourth, dissatisfaction type due to remote system and equipment operation errors, fifth, passive response type according to the situation to be. From the results of this study, it seems that it is necessary to develop an educational method for effective non-face-to-face class considering the characteristics of each type, and the merits of non-face-to-face classes, especially recorded lectures, in terms of learning efficiency, are evident. Therefore, even if face-to-face classes are conducted entirely at universities, it is believed that providing video-recorded lectures in class will be of great help to students' learning.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.276-284
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• 2021

The purpose of this study is to analyze differences in satisfaction with remote learning after the outbreak of COVID-19 between two-year college students and four-year university students. The analysis results regarding differences in satisfaction according to the types of remote learning were as follows: first, male students had greater satisfaction with the hybrid type of in-person and non-contact lecturers than female students; secondly, two-year college students had a higher level of satisfaction with all the types of remote learning than four-year university students; and thirdly, there were significant differences in students' satisfaction with the hybrid type of in-person and non-contact lectures according to the grades in a four-year university. The study then analyzed differences in satisfaction with the management and content of remote learning, interactions with professors, and exams and found that two-year college students exhibited a greater level of satisfaction than four-year university students. No significant differences were found in satisfaction with remote learning according to the grades both in two-year college students and four-year university students. The findings of the study demonstrate significant differences in overall satisfaction with remote-learning according to college and university types. That is, two-year college students had greater satisfaction with remote learning than four-year university students. It is critical to take into consideration the characteristics of students according to college and university types in the development process in order to raise the effects of remote learning based on these analysis results.

• Journal of the Korea Society of Computer and Information
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• v.27 no.10
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• pp.211-222
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• 2022

The purpose of this study is to indicate the direction of the future university classes in the post-COVID era, comparing and analyzing lecture evaluation of pre and post COVID-19. To this end, 4 yeard data were used from 2018 to 2019 for pre COVID-19 and form 2020 to 2021 data for post COVID-19. The results were as follows. In the case of liberal arts, "assignments" was the word with the highest frequency and degree centrality(DC) regardless of pre and post-COVID-19 In the major, "understanding" appeared as the most important word. The result of the ego network analysis indicated that "video lecture" and "non-face-to-face classes" were difficult and "interaction" between the professor and the students was important. As a results, it is important to reduce the weight of assignments and increase interaction with students in liberal arts classes. In the case of majors, it is necessary to operate face-to-face classes rather than non-face-to-face classes, and to organize the contents of videos without difficulty.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.115-126
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• 2021

The purpose of this study is to closely analyze the case of blended-learning in order to provide a diverse and flexible learning environment while maintaining the nature of face-to-face classes, and to identify the learning environment that supports blended-learning in each class step and the educational experience of students. The experience and satisfaction of blended learning were investigated in various ways: course evaluation, LMS activity evaluation, and questionnaire before and after the class. As a result, the blended-learning is better than the traditional face-to-face classes, in providing real-time feedback, opportunities for various interactions, and textual conversations, anytime and anywhere. In addition, as a result of the preliminary survey, as a measure to solve the opinion that concentration was reduced due to problems such as networks and felt uncomfortable in the communication part, the theory and lectures of the design practice class were conducted non-face-to-face. The individual Q&A and feedback were conducted face-to-face and non-face-to-face. As a result of the follow-up survey, it was found that concentration and efficiency could be improved. This opens up possibilities for active use of the online environment in design practice classes.

• KIPS Transactions on Software and Data Engineering
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• v.11 no.9
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• pp.391-398
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• 2022

As non face-to-face classes carry on discussion about learner's attention continues. To improve learning effect learner's attention is important whether non face-to-face classes or face-to-face classes. In this study a mobile application prototype inducing learner attention is developed taking account of learner emotion that is one of the factors affecting learner attention. When learner selects one of the four emotions displayed in the application, it shows the activity inducing the learner's attention related to the selected emotion. In order to evaluate the usability of the developed application, 32 middle and high school students are asked to run the application and then conduct a survey using 5 point Likert scale. The survey result indicates that there is a possibility that the developed application in this study induces learner attention as showing that the result point of 'I can pay attention' and 'I feel psychological stable' is respectively 3.56 and the result point of 'I feel useless thought disappear' is 3.6.

• Journal of Korean Physical Therapy Science
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• v.30 no.4
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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.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.695-715
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• 2016

This study is on the teaching method for the students who belong to the same school (one, the gifted class, passed gifted education of Science High school ), 1-1, face-to-face learning (two, good students in regular classroom) with a teacher, paired learning teams (4 people, gifted classes), and group lessons (20 people, gifted classes) and using the justification analysis framework tool(PIRSO) of Kim(2010) analyzes the justification element of the students in the group classes regular polygons paper was to explore ways to improve the justification of the folding maps activities. As a result, the width of the largest polygon difficulty level appropriate to the class for gifted elementary school classes but the individual learning style of the 1-1 face-to-face with a teacher or discussion with colleagues and cooperative approach is justified, rather than the material of the study of origami activities it turned out to be more effective in improving the level of justification. Unlike the individual learning activities, the exploration for class is the need to strain in parallel to the student is selected as needed, rather than serial manner was confirmed that it is necessary to clearly present problems even from the beginning. Development of teaching through the implications obtained from this method of reconstruction activities and proposed improvement measures for questioning.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.643-655
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• 2022

The purpose of this study was to verify the moderating effect of parental learning involvement in the effect of adolescents' time management ability on face-to-face and non-face-to-face learning flow. The participants were 363 middle and high school adolescents, and data were collected through an online survey. The main statistical analysis methods were ANOVA, correlation analysis, and regression analysis. The major findings were as follows. First, learning flow was significantly higher in the face-to-face class than in the non-face-to-face class. Second, there was a statistically significant positive correlation among time management ability, parental involvement in learning, and learning flow. Third, in the effect of time management ability on face-to-face learning flow, the moderating effect of parental learning involvement was statistically significant. Fourth, in the effect of time management ability on non-face-to-face learning flow, the moderating effect of parental learning involvement was statistically significant. In other words, the higher the positive parental involvement in learning, the stronger the effect of adolescents' time management ability on learning flow. Finally, the importance of positive parental involvement for the improvement of adolescents' learning flow and methods of enhancing time management ability were discussed.