Abstract
In the post-coronavirus situation in which the educational environment is being gradually digitalized and educational subjects are being converted to digital natives, it is necessary to develop a new online and offline linked class method by actively utilizing the advantages of online education discovered during the last pandemic period. As a new type of class for video production practice during the pandemic period, a mixed class of prerecorded video and real-time video was administered, in which learners conducted selfdirected learning through prerecorded video and then received feedback from instructors and fellow learners in real-time. This type of class realized flipped learning, which reversed the existing teacher-centered class. The advantage of prerecorded video lessons is that learners can freely select time and space, and it is possible to repeat learning and change the video speed. In addition, the instructor can focus on the role of a facilitator or evaluator rather than lecturer, replacing lectures with videos. On the other hand, the disadvantages of online practice classes include weakened learner concentration, lack of audience effect, lack of ties between members, and difficulty in content creation. To supplement this, online education systems such as small meeting rooms, chat windows, and comments can be actively used. This study has the significance of exploring resources that can be used to develop innovative teaching methods in the future by analyzing the structure and process of online video production practice classes conducted during the COVID-19 period and deriving the meaningful effects from these classes.
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