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The purpose of this study is to analyze various demands in online classes of graduate students, and to establish teaching strategies accordingly. In this study, Witkine & Altschuld's three-stage model was used. three stages are as follows: First, satisfaction with on-line lessons was investigated. In the second stage, data was collected and analyzed through written inquiries and phone calls of graduate students currently taking classes as on-line lectures. In the third step, teaching strategies for utilization were presented. The teaching strategy based on the results of the demand analysis is as follows. First, in order to help learners continue their learning to the end, it is necessary to establish a unique online teaching strategy such as management of learners for active participation, use of various cases for tension and concentration, and transfer of practical knowledge. Second, in order to meet the demand for question/answer with professors and sharing opinions with fellow learners, communication strategies such as online chatting using SNS should be introduced in the course of class introduction and it is necessary to establish strategies for students to actively participate in class and promote immersion. Third, technical support for a smooth distance lecture will be required for instructors.