This study examined undergraduate students’ perceptions of effects of online course types such as face-to-face classes, online classes, and blended classes using survey data from 331 students during three semesters from 2020 to 2021. There were differences in effects using ‘PPT video’, ‘voice only in PPT’, and ‘real-time zoom’ between theoretical courses and practice courses. In terms of media types for online classes, ‘PPT video’ was perceived as the most effective type by students, followed by ‘voice only in PPT’, ‘real-time video’, and ‘blended media use’ meaning a 2-hour-course mixed with 1-hour PPT video and 1-hour-real-time video. The effectiveness of ‘real-time video’ and ‘blended media use’ was gradually decreased as time went by. Students had difficulties in academic achievement and daily life with online learning. They were eager to return to face-to-face classes after COVID-19 passes. Some online learning media types were preferable to use for face-to-face classes after COVID-19.

1. 서론
2. 이론적 이론적 배경
    2.1. 온라인 학습의 정의와 유형
    2.2. 코로나 19시기의 온라인 학습 유형에 대한 선행연구
3. 연구방법 
    3.1. 연구문제
    3.2. 연구대상
    3.3. 자료수집 방법 및 자료 분석방법
4. 연구분석 연구분석 연구분석 결과
    4.1. 대학생의 코로나 19 시기의 학습 유형에 대한 학생 인식
    4.2. 온라인 수업의 매체활용 방식에 따른 학습 효과 인식
    4.3. 실기교과목과  이론교과목에서  온라인 매체활용 유형별 효과 인식 비교
    4.4. 대학생들의 실시간 화상매체 활용 강좌에 대한 효과 인식의 변화
    4.5. 대학생들의 매체 블렌디드  온라인 강좌에 대한 효과 인식의 변화
    4.6. 학생들이 포스트 코로나 코로나 코로나 19 시대에 지속되 기를 희망하는 매체활용 방식
    4.7. 코로나 19시대에 학습자로서 갖추어야할 가장 필수적인 자세
5. 결론
REFERENCES

• 강후동(Professor, Department of English Education, Chinju National University of Education) | Kang, Hoo Dong