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Korean J General Edu > Volume 15(5); 2021 > Article
Korean Journal of General Education 2021;15(5):97-111.
DOI: https://doi.org/10.46392/kjge.2021.15.5.97    Published online October 31, 2021.
A study on untact online class operation -Focusing on 〈Inference and Argumentation〉 classes at University B
Youngmi Ha
Assistant Professor, Busan University of Foreign Studies
비대면 온라인 수업 운영 고찰 -B 대학의 <추리와 논증> 수업을 중심으로
하영미
부산외국어대학교 만오교양대학 조교수
Correspondence:  Youngmi Ha,
Email: lampitd@bufs.ac.kr
Received: 20 September 2021   • Revised: 20 October 2021   • Accepted: 25 October 2021
Abstract
The COVID-19 pandemic has forced the majority of universities in Korea to switch to untact classes. However, we now expect that untact classes will expand even into the post-coronavirus era. Online learning has advantages when it comes to convenience, connectivity, and accessibility. In addition, many of the students who have experienced untact online classes expect to expand online classes if the qual-ity of the classes is guaranteed. Considering these points, it is necessary for us to seek qualitative improvements in the operation of untact classes. This study examines practical educational strategies and their effects in untact situations using the course at University B in Bus-an as an example. The course consisted of pre-recorded video and real-time video classes in parallel every other week. In the pre-video class, students take in theo-retical explanations and conduct example solving activities, and assignments are required. The real-time class consists of the students solving the assignments tog-ether, so that prior learning and the real-time classes are organically linked. In the real-time class, students' problem solving was checked through chatting, enab-ling learners to understand and reinforce their understanding of learning. The eff-ectiveness of this untact class operation is checked through a questionnaire. In the questionnaire, not only the level of improvement in critical and logical thinking skills before and after learning were measured, but also their understanding of pre-recorded video classes. Although this is subjective survey, it is possible for us to gauge how much the learners' academic achievement has improved, as well as the educational efficacy they feel through the untact operation of the course.
Key Words: untact, online class, inference, argumentation, logic


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