A Study on the Perceived Effectiveness of Real-time/Non-real-time Online Classes According to the Digital Literacy Level and Characteristics of University Students

This study explores the differences in the perceived effectiveness of real-time and non-realtime online classes according to the level of digital literacy and learner characteristics of university students.The study targeted 406 students at A University in Chungbuk during the second semester of 2020, and data analysis was conducted using multidimensional cross-analysis.The results of the study are as follows: First, learners perceived non-real-time classes to be more effective than real-time classes in most factors; however, they perceived real-time classes to be more effective for 'interaction between professor and students' and 'interaction among learners,' with the perception ratio of these factors being higher in the high digital literacy group compared to the low digital literacy group.Second, females perceived real-time classes as more effective than males for 'improvement in class participation,' the ratio of perceiving real-time classes as effective for interaction-related factors and for 'achievement of learning goals' and 'acquisition of subject-related expertise' was higher for real-time classes.Third, males in the low digital literacy group and fourth-year students perceived real-time classes as more effective for achieving learning goals than females and second-year students.Additionally, students in the arts and physical education field perceived real-time classes as more effective for 'improvement in self-directed learning abilities' than students in other fields.These findings provide implications for designing online classes tailored to individual needs.