An Action Research on Real-time Online Course at the College of Education for Pre-service Teacher's Non-face-to-face Simulated Instruction Practice

Objectives The purpose of this study is to improve the field through the practical experience of developing and operating a course in which simulated instruction practices of pre-service teachers are conducted in a non-face-to-face educational environment. Methods An action research was conducted to explore the problems and causes of non-face-to-face classes in the 2020 course classes, and the improvement alternatives sought were implemented in the 2021 academic year 2nd semester “Curriculum of Educational Studies as Subject Matter” course classes. Results The improvement alternative to the problems of non-face-to-face classes was practiced, and through this, the non-face-to-face teaching capabilities of pre-service teachers were improved. First, the problem of non-face-to-face learners' lack of self-learning management ability and poor class concentration was improved by forming a sense of psychological coexistence and reducing learning units. Second, the limitation of class interaction was improved by using various media and reducing the range of interactions. Third, informal interactions between students and the class research community were activated through the metaverse and LMS. Fourth, delayed interactions between professors and students, students' communication anxiety, and the limitations of team task feedback were improved by creating a sense of social presence and securing feedback time in class. Fifth, a practical environment similar to the field was implemented by linking the secondary school field and creating a sense of realism using various media. Conclusions This study provided an improvement practice that overcame the limitations of non-face-to-face classes through the use of various media. And the possibility of non-face-to-face instruction was suggested as a way to share educational resources that expanded the school boundaries, and the importance of the non-face-to-face teaching competency of pre-service teachers as a future educational competency was presented.