• 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.

• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.95-102
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• 2022

The purpose of this study was to compare the psychological state of nursing students according to classes in the face-to-face and non-face-to-face situations during COVID-19. Subjects were randomly expressed. As for the analysis method, the difference in the scores of the dependent variables between the two groups was analyzed by an independent t-test. As a result of the study, The degree of depression and anxiety between the two groups was higher in face-to-face students(8.16±9.48, 8.20±9.93) and non-face-to-face students(7.08±8.38, 6.53±8.23) but not statistically significant (t=1.143(.254), (t=1.728(.085)). These results are used for the basis for preparing a program for psychological relief for students participating in face-to-face classes, and a repeated study on psychological depression and anxiety among students is suggested in the future when social distancing is prolonged.

• The Journal of the Convergence on Culture Technology
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• v.10 no.2
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• pp.237-244
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• 2024

We studied the effects on their academic achievement of chemistry II and advanced chemistry subjects of science high school students according to the type of class (face-to-face and non-face-to-face). The subjects of this study were 195 first-year students of G Science High School located in Gyeongnam. The average scores of Chemistry II and Advanced Chemistry in non-face-to-face classes in 2020 and face-to-face classes in 2021 were compared and analyzed. As a result of comparing and analyzing the academic achievement according to the class type, students' grades in Chemistry II and Advanced Chemistry were higher in non-face-to-face classes. In the comparison of academic achievement by level according to class type, Chemistry II showed higher average grades in non-face-to-face classes as the lower level were, and in advanced chemistry, the higher the upper grades in non-face-to-face classes. In addition, in terms of the effect of changes in class form on the upper and lower 10% levels of academic achievement of Chemistry II, the upper 10% showed high grades in face-to-face classes and the lower 10% in non-face-to-face classes. On the other hand, in advanced chemistry, the average grade of non-face-to-face classes was higher than that of face-to-face classes in the top 10%, and the average grade of face-to-face classes was higher than that of non-face-to-face classes in the bottom 10%. Through these results, it was found that in the teaching-learning of science high school students, instructors need to design and treat teaching-learning appropriate to the level of academic achievement.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.421-428
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• 2021

This study intended to identify the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction. Lesson plans for face-to-face and online instruction were analyzed by 84 participants who were seniors at C university of education. Results of content analysis indicate that 'Providing Learning Guidance' domain is the biggest domain in terms of the frequency gap between face-to-face and online instruction. Frequency differences by domains between face-to-face and online instruction were found to be significant as a result of Chi-square test. Frequency differences by instructional elements in the 'Providing Learning Guidance' domain between face-to-face and online instruction were found to be statistically significant as well. In conclusion, this study indicates the differences of pre-service elementary school teachers' perceptions on instructional design between face-to-face and online instruction, which implies the necessity for the development and implementation of professional development programs focusing on the perceptions on instructional design of online instruction for pre-service elementary school teachers.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.51-57
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• 2022

The purpose of this study is to explore the future direction of university liberal arts classes at a time when many educational institutions have returned to face-to-face instruction as social distancing related to COVID-19 has been eliminated. A survey was conducted with 187 college students who took a liberal arts class that included a combination of online and in-person classes. The results found that learners were generally satisfied with remote learning (87.8%). The reasons for this high level of satisfaction included sufficient comprehension of class content, systematic class progress, and the efficiency and convenience of learning in a remote environment. Satisfaction levels for in-person classes (66%) were relatively lower than those for remote classes, and this is reflected in the preference for class type. Among wholly in-person, wholly remote, and a combination of both, it was found that learners preferred remote classes the most (54.4%). When conducting in-person classes, instructors must devise a class plan that incorporates the advantages of online remote classes.

• Journal of Advanced Technology Convergence
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• v.3 no.1
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• pp.65-72
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• 2024

Study of the effect of interbody stabilization exercises on the static and dynamic balance of face-to-face, non-face-to-face, and self-group. We recruited healthy young adults The subjects were randomly divided into three groups to perform inter-body stabilization exercises, and static and dynamic balance were measured, respectively, before and after intervention. In the Face to Face Group, dynamic balance significantly increased in the anterior and posteriomedial directions before and after intervention. There was also a significant increase in static balance. In the Non face to face Group, there was a significant increase in the three directions of dynamic and static balance. The self-exercise group significantly increased in three directions of dynamic balance, but there was no significant difference in static balance. No significant differences between groups were found in any variables. The results of this study showed that interbody stabilization exercises are effective in improving static and dynamic balance. In the face-to-face group, the inter-body stabilization exercise was effective in improving dynamic balance and static balance, and in the non-face-to-face group, the inter-body stabilization exercise was effective in improving dynamic balance and static balance. In the self-contained group, it was effective in improving dynamic balance.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.281-289
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• 2022

Our society is rapidly changing with the core technology of the 4th industrial revolution, the emergence of a generation with new characteristics, and the untact era following the With Corona policy. Although the transition to untact is accelerating in the field of performing arts, in the case of opera, face-to-face performances are mainly conducted by experts and enthusiasts through on-site performances. Therefore, it is necessary to consider the uncertainty of creating opportunities through the influx of new customers such as the MZ generation and the departure of existing experts and enthusiasts. In this study, in order to examine these existing problems, we conducted literature review and case analysis, compared the opera face-to-face/non-face-to-face performance characteristics, derived an activation plan, and conducted expert interviews to secure the coherence and validity of the plan. In conclusion, we thought that it was difficult to improve the sound and sound quality, impairing the sense of presence and emotion due to many shortcomings when operating non-face-to-face as a music genre with the characteristics of opera. Therefore, we established the direction of activating the opera mainly face-to-face, but making good use of the advantages of non-face-to-face, which is not limited by region and time, and promoting the direction of activating face-to-face and non-face-to-face performances complementary to each other through the concept of cultural enjoyment.

• Journal of the Korea Convergence Society
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• v.12 no.5
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• pp.39-50
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• 2021

In this study, a meta-analysis was conducted to find out the effects of convergent "untact" exercise programs on the balance, gait, and falls efficacy of Parkinson's patients. In this study, the PICO were Parkinson's disease, virtual reality program and an e-exercise program intervention, a comparative intervention with the contact interventions applied, and without any interventions applied, outcomes were balance, gait, and fall efficacy. The survey period was between January and February 2021, and five papers were selected and subjected to meta-analysis. Risk of bias, a tool commonly used for randomized control trial studies, was used. Furthermore, RevMan program was used to investigate effect size of untact exercise programs. The result of the meta-analysis showed that the effect size of balance of the untact exercise program group was 1.27 (SMD=1.27; 95% CI 0.72 to 1.83) (Z=4.51, p<0.001), the effect size of fall efficacy was 0.52 (SMD=0.52; 95% CI -0.000 to 1.03) (Z=1.96, p=0.05), and the effect size of gait was -0.40 (SMD=-0.40; 95% CI -1.00 to 0.10)(Z=1.32, p>0.05). A total of 5 literature analysis showed that untact exercise program is more effective in improving balance and falls efficacy than contact exercise program, but no difference in effectiveness was shown on gait.

• 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 the Convergence on Culture Technology
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• v.9 no.1
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• pp.169-174
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• 2023

The purpose of this study is to analyze Korean college students' perceptions of interactions and senses of community, among students, and instructors and students as they took face-to-face classes by the time students and instructors came back to the classroom. Forty-nine college students participated in the study, and all of them had experienced non-face-to-face classes during the last two years from 2020 through 2021. They responded to the revised Rovai (2002)'s Classroom Community Scale (CCS), and the data were analyzed using a frequency analysis. The findings of data analysis showed that the students positively perceived the class contents and teaching formats of face-to-face classes, in terms of understanding and concentration on the class. On the other hand, it was found out that the students would still need more time for being familiar with face-to-face classes, and their affective variables of the educational environment should be considered.