Case Study on Class to Strengthen Interaction in a Non-face-to-face Basic Science Course in University

Abstract

This study designed and operated the instructional design in a basic chemistry class for the enhancement of interactions in a non-face-to-face environment. The collaboratively executed strategies were as follows: 1) Flipped learning method 2) Analyzing students’ learning results at the pre-learning stage 3) Real-time lectures and small group activities based on a diagnosis of the learning level. By the analysis of the results of class operation, positive effects were seen concerning the strengthening of interactions requested in a non-face-to-face environment. In particular, this has played an important role in the strengthening of professor-student interactions through identifying the learning needs of the student and the interactions between students through the small group activity based on the degree of understood concepts. Secondly, positive results were shown regarding learning achievement when it comes to regular exams and subject competencies. Third, this model produced a high level of lecture satisfaction. Through these findings, our study will be helpful to the designing of the BSM class for the enhancement of interactions in non face-to-face environments. In addition, we believe that this study can contribute to more effective curriculum operation through flexible linkage with the face-to-face class environment.