This year, Hannam University held full face-to-face class for classes with less than 50 students. The university town, which had lost its vitality due to COVID-19, came back to life. Although it has not yet entered an era of complete face-to-face contact, MT, club activities, and festivals are gradually approaching daily recovery as they resume. COVID-19 is expected to end soon too. In the Post-COVID-19 era, what direction should school education move.
The Hannam Times conducted a survey on "the satisfaction of face-to-face classes in the first semester of the 2022 school year" for students in this school. As a result of the survey, it was found that students prefer non-face-to-face classes (50.6%) to face-to-face classes (49.4%). Students who prefer online classes said some of negatives in face-to-face classes are the inefficiency of time (43.5%), commuting to school and residence problems (21.7%), impossible of reviewing lectures (19.6%), increased spending (10.9%), and concerns about mass infection of COVID-19 infection(4.3%). So, they answered that prefer online classes because of flexible time management (44.4%), review of recorded lectures (26.7%), solve school commute and residence problems (24.4%), and concern about COVID-19 mass infection (4.4%). On the other hand, Students who prefer face-to-face classes said some of negatives in online classes are difficulty in interaction between professors and students (37.5%), studying loss (22.9%), difficulty in progressing practice subjects (20.8%), inability to proceed smoothly due to networks (14.6%) and difficulty in conducting group activities (4.2%) So, they answered that prefer face-to-face classes because of the liveliness of class (34.1%), improvement of class quality (29.5%), revitalization of college life (20.5%), and increased opportunities for social exchange (15.9%).
Students were generally satisfied with face-to-face classes in the first semester of 2022. The number one reason for positively evaluating the implementation of face-to-face classes this year was the concentration of classes (65.2%). It was followed by lecture quality (15.7%), amount of assignments and reports (12.4%), score evaluation method (4.5%), and test method (2.2%). The students then cited sufficient explanation and review (42.7%) as the supplement to face-to-face classes in the first semester of 2022. In addition, learning space (34.8%), lecture time (12.4%), and lecture materials (10.1%) were followed.
The difference in preference between non-face-to-face classes and face-to-face classes of students was not significant. 58.4% of the respondents answered "yes" and 41.6% of the respondents answered "no" to "whether the existing teaching method (non-face-to-face class) was solved due to the conversion of face-to-face classes." As to the question of whether the conventional (non-face-to-face class) disadvantages of the face-to-face class transition have been resolved, it showed similar aspects. About this question, 58.4% of the respondents answered "yes" and 41.6% of the respondents answered "no". Subsequently, 57.3% wanted face-to-face classes and 42.7% wanted non-face-to-face classes on how to conduct classes in the second semester of 2022. There were many students who prefer non-face-to-face classes, but want to conduct face-to-face classes for other reasons. Kim Gun-ho, a student of department of Library and Information Science, said, "I prefer non-face-to-face classes when consider commuting and residence issues, but it is more efficient to conduct face-to-face classes considering daily recovery and concentration on classes.
The campus, which has regained its original appearance, is in a lively atmosphere, but students who are accustomed to distancing are experiencing "Back to School Blue" as they resume school. In addition, the teaching method and quality are also becoming problematic. In the case of non-face-to-face classes, the right to study was sufficiently guaranteed by recording lectures and reviewing lecture materials. However, in some classes, disadvantages of face-to-face classes such as lack of lecture materials and explanations have been raised. This year, many universities conducted face-to-face classes, but failed to fully satisfy students. This suggests that the disadvantages of non-face-to-face classes were not solved only by switching to face-to-face classes. It is time for a new educational paradigm to emerge for smooth school education between students and professors who are accustomed to online classes.
