• Journal of Engineering Education Research
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• v.25 no.6
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• pp.93-102
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• 2022

Due to COVID-19, all activities in society are emphasized non-face-to-face, and the educational environment is changing without exception. Looking at the results of the survey after conducting non-face-to-face education, there was a lot of rejection of non-face-to-face practical education. The biggest reason was that instructors were not familiar with the non-face-to-face education method, and feedback was not smooth during or after education. In particular, software practice education was not easy to share the software development environment, but communication and feedback on class contents and tasks were important. In particular, if face-to-face and non-face-to-face are alternately variable, it is not easy for practical education to be consistently connected. Even if non-face-to-face hands-on education is changed to face-to-face hands-on education, we will present a plan to use a data sharing system such as question-and-answer, assignment, practice content, and board content so that it can proceed smoothly. This study presents an efficient software education process that can provide learners with a software integrated practice environment based on a shared server, question-and-answer between instructors and learners, and share feedback on tasks. For the verification of the presented process, the effectiveness was confirmed through the survey results by applying the face-to-face/non-face-to-face education process to 220 trainees for 30 months in software education classes such as A university hands-on education, B company new employees, and ICT education courses.

• 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 Engineering Education Research
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• v.25 no.1
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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.

• Journal of Engineering Education Research
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• v.24 no.5
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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.

• Journal of Engineering Education Research
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• v.25 no.2
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• pp.32-41
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• 2022

The purpose of this study was in a pandemic situation caused by COVID-19 to explore the online distance experiments and interaction of engineering freshmen, and to identify practical difficulties, resulting in to derive implications. Seven freshmen from engineering college participated in the interview, of which data were analyzed based on phenomenological analysis methods. The types of non-face-to-face experiments experienced by students were complete non-face-to-face experiment, mixed face-to-face experiment, and fusion face-to-face experiment. Students were completely isolated in time and space in complete non-face-to-face experiment. In biweekly mixed face-to-face experiment, isolation was halved. In fusion face-to-face experiment, isolation was removed. Non-face-to-face interactions can be characterized by restrictions on simultaneous activities, on rapport formation, and on observation opportunities. Based on these results, three implications were derived: First, it is necessary to allow students to manage time and space constraints on their own in non-face-to-face experiments. Second, support is needed to solve the difficulty of forming rapport, which is a characteristic of non-face-to-face interaction. Third, an opportunity to observe the interaction between other students and professors should be provided.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.11
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• pp.1751-1754
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• 2022

The news articles collected with keyword "non face-to-face" were analyzed through topic modeling applied with LDA algorithm. In this study, collected articles were divided into two periods, period 1(the beginning of COVID-19 spread) and period 2(the end of COVID-19 spread), according to issued date of the articles. The articles of period 1 showed support for non-face-to-face treatment, smart library, the beginning of the online financial era, non-face-to-face entrance exam and employment, stock investment for main topic words. And the articles of period 2 showed conversion to non face-to-face classes, increasing unmanned stores, online finance, education industry, home treatment for main topic words. Also, further issues were discussed through visualization of topic words. These results provide evidence that education and unmanned business in non-face-to-face industries are growing.

• Journal of the Society of Disaster Information
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• v.17 no.3
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• pp.640-654
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• 2021

Purpose: Normal education operation was difficult in the national disaster situation of Coronavirus Infection-19. Non-face-to-face education can be an alternative to face to face education, but it is not easy to provide the same level of education. In this study, the professor of disaster management field will identify problems that can occur in the overall operation and progress of non-face-to-face education and seek ways to improve non-face-to-face education. Method: Non-face-to-face real-time education was largely categorized into pre-class, in-class, post-class, and evaluation, and case studies were conducted through the professor's case studies. Result&Conclusion: The results of the survey are as follows: First, pre-class, it was worth considering providing a non-face-to-face educational place for professors, and the need for prior education on non-face-to-face educational equipment and systems was required. In addition, it seems necessary to make sure that education is operated smoothly by giving enough notice on classes and to make efforts to develop non-face-to-face education programs for practical class. Second, communication between professor and learner, and among learners can be an important factor in non-face-to-face mid classes. To this end, it is necessary to actively utilize debate-type classes to lead learners to participate in education and enhance the educational effect through constant interaction. Third, non-face-to-face post classes, policies on the protection of privacy due to video records should be prepared to protect the privacy of professors in advance, and copyright infringement on educational materials should also be considered. In addition, it is necessary to devise various methods for fair and objective evaluation. According to the results of the interview, in the contents, which are components of non-face-to-face education, non-face-to-face education requires detailed plans on the number of students, contents, and curriculum suitable for non-face-to-face education from the design of the education. In the system, it is necessary to give the professor enough time to fully learn and familiarize with the function of the program through pre-education on the program before the professor gives non-face-to-face classes, and to operate the helpdesk, which can thoroughly check the pre-examination before non-face-to-face education and quickly resolve the problem in case of a problem.

• Journal of the Society of Disaster Information
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• v.18 no.1
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• pp.91-103
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• 2022

Purpose: After COVID-19, changes in the educational ecosystem take place and fire service academy education system have shifted from face-to-face into non fact-to-face. So, the educational effect of fire officials is decreased and the satisfaction level is also decreased. In this study, we want to examine the current status of non-face-to-face real-time remote education and supplement the problems to improve the educational methods, the educational environment, etc. Method: This study is an independent variable that affects non-face-to-face real-time remote education, consisting of education system environment, self-efficacy of computers, contents (education contents, structure, design, etc.), and proper interaction. A dependent variable was selected with satisfaction for non-face-to-face real-time remote education. In addition, it was selected and analyzed as an active property of learning motivation and learning attitude as control variables. Result: The better the content and the more active the learning motivation and the attitude toward learning, the higher the satisfaction of non-face-to-face real-time remote education, and the more active the learning motivation and the attitude toward learning, the more positive the computer self-efficacy and the satisfaction of learning Conclusion: In order to increase the satisfaction of non-face-to-face real-time education due to COVID-19, education designers or professors need to provide non-face-to-face education contents that can increase the aggressiveness of their learning motivation and learning attitude, and to increase the satisfaction of education for learners by increasing computer self-efficacy through pre-education of non-face-to-face education systems.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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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.

• International Journal of Advanced Culture Technology
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• v.10 no.3
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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.