Abstract
Objectives The purpose of this study is to analyze the case of applying a problem-based learning (PBL) class model conducted with non-face-to-face online classes in the COVID-19 pandemic situation.
 Methods To this end, the language guidance subject, a major subject in children's studies at D University, was conducted as a non-face-to-face problem-based learning (PBL) class in the 2020-1 and 2021-1 semesters, and data were collected through the learner's lecture evaluation score and satisfaction evaluation score.
 Results As a result of applying the non-face-to-face PBL class model, it was confirmed that the lecture evaluation score and satisfaction evaluation score improved overall by supplementing the problems found in the PBL class operation for the 2020-1 semester.
 Conclusions The results of this study show the need to expand the application of PBL in university classes to enhance capabilities such as motivation, deep learning, and self-directed learning necessary in the era of the 4th industrial revolution. In addition, the results of this study, which conducted PBL classes as non-face-to-face online classes in a situation where face-to-face classes are impossible due to COVID-19, provide basic data for the development of a new model of university classes in the post-COVID era.
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