earticle

영어

Most of the undergraduate education was converted to non-face-to-face distance learning in the unprecedented situation of Corona 19, but before that, cyber universities, K-MOOC, and flip-running level distance learning were virtually the only form of distance learning in the country. It was generally provided in the form of teacher's lecture video content. Among Corona 19 undergraduate education institutes that defaulted to these limited experiences resulted in considerable dissatisfaction among students. In fact, with regard to online education, not a few previous studies have been accumulated in the country, but the studies so far have generally been based on meta-research utilizing domestic and foreign research cases or cases of cyber universities. Therefore, empirical research on non-face-to-face distance learning at general universities has recently emerged based on the experience of the first semester of 2020. Before Corona 19, the author had the experience of running a major course centered on student participation by breaking out of the professor's lecture-centered class. And the author had an improvement plan for the same course that will be opened in 2021, based on this course management experience, student satisfaction surveys and questionnaire surveys. However, depending on the situation of Corona 19, the course may be operated in the form of non-face-to-face distance learning in 2021, so it was decided to proceed with this research due to a practical need. The author reviewed previous research on the theoretical foundations of effective online education and research on implementation based on it, and combined his course management improvement plan with it. The core of this paper is how to effectively manage the teaching and learning components that make up it. In many school settings, real-time lessons and non-real-time lessons, zoom lessons and lecture video content-based lessons are often confused by choosing only one of these. As lessons in universities progressed for nearly a year among Corona 19, the so-called "hybrid" distance learning style, which is a mixture of real-time and non-real-time, zoom and video lectures, has already been instinctively adopted by some of advanced teachers. Through this paper, the author designed and presented the grounds for the need for hybrid distance learning and the lesson model of educational content distribution methods such as real-time and non-real-time. As I presented, how effective the lesson model is in actual lesson management, and whether this can be a lesson model that can be continuously managed without the overwork of teachers, will be discussed in the future. It should be verified through practice studies.