코로나-19로 인한 대학신입생의 비대면 수업 경험에 대한 연구

Abstract

This study proposes the direction of education in the hopes of increasing the effects of learning. It does so by conceptualizing and structuring the experiences of college freshmen through grounded theory in the context of a rapid change in the teaching method of non-face-to-face college classes due to COVID-19. The non-face-to-face academic experience of college freshmen has the following advantages: easy access to online learning participation, ease of review, convenience of communication through online media, and absolute evaluation. At the same time, this approach results in an increased burden felt among both teachers and students of having to provide and use internet equipment, the burden of overcoming certain obstacles inherent to the internet, and the burden of having to deal with extra assignments. Of course, the effects of this sort of approach to learning may differ depending on the individual characteristics of the professors and students invovled, but certain commonalities may be observed. For instance, when new students have difficulty in effectively managing their time as they continue to be confined at home due to social distancing, and when the learning effect decreases due to reduced self-esteem, helplessness, and depression, these students are understandably in need of assistance. Thus, it is necessary for educators to strengthen the counseling function that can take place at the university level. In addition, although there are certain limitations involved in non-face-to-face classes, online content such as real-time chats, Kakao Talk, and WebEx meetings should be actively used to form a better rapport between professors and students, and to try to narrow the psychological distancing being experienced. If possible, it is desirable to establish a channel through which opinions of the students can be periodically integrated. In the case of professors who conduct non-face-to-face real-time classes, they should develop materials suitable for the characteristics of online classes that provide detailed lecture materials which enhance understanding during lectures. At the same time, instructors should identify and prepare for obstacles related to online classes involving design and execution. In a word, a great deal of more effort is required in this area. Finally, it is necessary to establish a stable infrastructure for the real-time online content of universities, and to establish administrative support for the utilization of this content.