전문대학에서의 비대면 수업의 가능성과 어려움에 대한 실용적 사례연구 : G전문대학 사례를 중심으로

Abstract

This study was conducted to find ways to make non-face-to-face classes more appropriate in the post-COVID-19 era by exploring in-depth the possibility, difficulties, support for continuity, and factors that affect them, focusing on professors who experienced non-face-to-face classes at vocational colleges and universities. Therefore, this study interviewed professors at G College to find out the possibility, difficulties, and support needed to continue non-face-to-face classes recognized by professors at colleges, and used a practical case study to understand the factors and causal relationship. The practical case study aims not only to focus on exploring and interpreting the meaning of the research subject and phenomenon, but also to understand the causal relationship between the factors that cause the phenomenon and the factors. Using this, this study explored the operational status, possibility, and difficulties of G College's non-face-to-face classes, especially those that affect difficulties through difficulties, and to find out what factors can solve difficulties and support the continuation of non-face-to-face classes. In addition, it was intended to obtain policy implications necessary to continue the operation of non-face-to-face classes in junior colleges. As a result of the study, in the case of G College, non-face-to-face classes were mainly operated by recording lectures and uploading them to LMS. This was the policy of the university headquarters. However, although limited, some instructors used real-time non-face-to-face classes. In the case of non-face-to-face interaction methods, the contents of the class were fed back using Google Forms, mail, assignments, and reports, and real-time interaction was conducted using notes and Kakao Talk. This seems to have been in the context of active real-time interactions between instructors and learners in order to attract new students and manage the dropout rate of enrolled students according to the university headquarters' policy. As for the possibility of non-face-to-face classes, flexible academic management is possible, class linkage using flipped learning, repeatable learning, and various non-face-to-face media are used as auxiliary materials to improve instructor's digital literacy. On the other hand, the difficulties of non-face-to-face classes included difficulties in identifying learners' reactions and empathy, difficulties in inducing learning motivation, lack of learners' academic achievement, lack of interaction between instructors and learners, and lack of university's non-face-to-face support system. Factors affecting such difficulties were examined as human, organizational, environmental, and institutional factors. As a result, human factors include learners who want to work and study, poor motivation for learners other than desired universities or departments, instructors who adapt to the convenience and routines of non-face-to-face classes, and employees who lack expertise in non-face-to-face classes. In addition, organizational factors included an atmosphere of university organizations where minimizing student complaints is important, an organizational atmosphere that prefers recorded lecture recording classes, and a short class period compared to four-year universities. Finally, environmental and institutional factors included support focused on lecture-recorded classes, government subsidies focused on video-recorded classes, guidelines from the Ministry of Education and schools emphasizing face-to-face classes, and insufficient institutional regulations to revitalize non-face-to-face classes. Based on the above analysis results, the conclusions of this study are as follows. First, at G College, most of the instructors operated classes in a lecture recording method. In the case of some instructors, lecture recording methods and experimental and practical classes were operated in parallel, and both learners and instructors showed high satisfaction. Learners who took the lecture video provided in advance through LMS were able to participate in the class more actively and make the most of the experiments and practices. This suggests that non-face-to-face classes can be more activated in the future in the post-COVID-19 era in the form of a mixture of face-to-face/non-face classes. Second, through the case of G College, a junior college with a higher burden of professors than general universities, such as admissions promotion, business trips, classes, and student management, it was found that appropriate intervention was needed, such as guidelines or support from employees with expertise in non-face-to-face classes. In addition, it was found that professors at junior colleges may experience deviant behavior if there is no appropriate device to guarantee the quality of non-face-to-face classes in a new educational environment where non-face-to-face classes are activated. Therefore, when considering the expansion of non-face-to-face lectures at junior colleges in the post-COVID-19 era, it was found that more in-depth consideration was needed to ensure the quality of non-face-to-face classes. Finally, an important finding in this study is that one of the important factors that lead to the difficulty of non-face-to-face instruction is 'lowering learners' learning motivation, not desired universities or departments'. In previous studies (Lee So-young, Kim Hyung-joon, 2021; Song Soo-yeon, Kim Han-kyung, 2020), among the factors related to learners, the learner's learning motivation and attitude toward the class were suggested as important influencing factors. It was found that these factors play a more important role in the context of junior colleges, which are considered to have a somewhat lower learning motivation and attitude compared to general universities. In face-to-face classes, it could be expanded to all learners who participated by showing hands-on guidance in real time to learners who did not receive guidance during experimental and practical guidance for a small number of students, and learners participated more actively in face-to-face classes after watching lecture videos provided through LMS before class. The fact that this phenomenon is also seen in professional universities with relatively low learning motivation suggests that in order to use non-face-to-face classes more effectively in the future, additional systems and devices are needed to prevent learners from being burdened by double classes.