Abstract
Objectives The purpose of this study was to explore the perceptions of college students about non-face-to-face education by using text mining techniques.
 Methods A total of 35 essays on college students’ experiences with non-face-to-face education were collected and analyzed using term frequency and latent Dirichlet allocation (LDA)-based topic modeling.
 Results The result of the term-frequency analysis revealed that keywords, such as society, participation, utilization, school, and method, were prominent ones. The LDA-based topic modeling generated eight topics: presence, safety, the right to learn, communication, technological limitation, space-time flexibility, learning gap, and sense of belonging and adaptation to college life.
 Conclusions The results of this study can help broaden the perceptions of college students’ experiences with non-face-to-face education and provide implications for enhancing the quality of non-face-to-face education.
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