According to a survey of ‘real-time remote class’ students for the first semester of 2020, in terms of satisfaction with learning, face-to-face classes showed 78%(satisfied+very satisfied) and video classes showed 68%(satisfied+very satisfied). In a course evaluation, there was no significant differences in the comparison between face-to-face classes last semester(‘Japanese Conversation and Writing I(4.6875)’, ‘Basic Japanese(47059)’) and real-time remote classes this semester(‘Japanese Conversation and Writing I(4.8111)’, ‘Japanese Conversation and Writing II(4.6032)’).
In the case of real-time remote classes, students tended to lose concentration due to prolonged viewing of lecture screen and inability of frequent face to face meeting with professors. To complement this, it is necessary to overcome spatial constraints by establishing an online system where professor and every students can face-to-face. According to the students' survey, the advantage of real-time remote classes was that they could freely express their target language through opened question. The advantages of face-to-face classes were immediate feedback and interaction and high concentration level.
As times change, change in education is essential. To increase learner satisfaction, ‘real-time remote classes’ must be aimed at the establishment of a systematic website and high quality class design which is suitable for ‘real time remote learning’. Learners see the potential for remote classes at 58%(possibly+highly probable). Learner-centered remote education in the 21st century will develop greatly if it is supported by understanding learners' needs, designing classes differentiated from face-to-face classes, and establishing a systematic website.