Abstract
Objectives The purpose of this study is to analyze the lecture preparation, lecture characteristics, and lecture satisfaction of adult continuing education learners in childcare sites in the process of converting in person to online lectures.
 Methods To this end, this author examined the syllabus, LMS and SNS materials, PPT, and learners' self-report data. ‘The guidance of child life’ as a synchronous video conferencing lecture and ‘Advanced Child Counseling’ as a video recording lecture conducted in the second semester of 2021 with Merriam qualitative analysis. The participant was a total of 65 adult continuing education learners of the Department of Industrial Education, composed of faculty and staff of daycare centers at C University in Seoul, and conducted a satisfaction survey using questionnaires.
 Results First, video-recorded lectures take less time than face-to-face lectures, requiring instructors to mount various materials before class, while synchronous video conferencing lecture, require both instructors and adult continuing education learners to have prepared online skills before class. Second, video-recorded lectures have the advantage of being able to use time and space freely, but in order to compensate for the lack of online class time, weekday assignments are a burden for adult continuing education learners, while synchronous video conferencing lecture has the advantage of freely using space and giving social presence, but various motivational factors and technical devices that can increase immersion due to low class concentration should be supplemented. Third, in the class satisfaction survey, it was found that adult continuing education learners expressed higher satisfaction with video-recorded lectures than with synchronous video conferencing lecture.
 Conclusions Through this study, it was found that for non-face-to-face online classes of adult continuing education learners, it is necessary to build infrastructure for uploading various materials and strengthen online technology, and online teaching methods should be implemented for high-quality interaction between ‘instructor-learners’ in non-face-to-face situations. In addition, as an adult continuing education learner who works in a children's daycare center during the day, it was an effective medium to use video-recorded lecture, including various motivational elements. It is hoped that this study will contribute to the more efficient operation of non-face-to-face online lectures for adult continuing education learners at universities.
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