A Study on Learner Types in Online Classes by Q-Methodology

Abstract

The aim of this research was to analyze the characteristics of each type of learner among university students in online classes. The P sample was composed of 28 students who had participated in online classes. We prepared a Q sample for advanced research, special publication, an open questionnaire, and an interview. Through this process, we suggested different learner types and applied the types through Q methodology, which is well-known for its use in subjective research. We then distributed the P sample amongst Q cards and generated the following results through principal component factor analysis. University students were categorized into four learning types: ‘self-directed’, ‘content’, ‘online’, and ‘team project’. We judged that the class attitude and class satisfaction of students change as the class types are diversified due to the coronavirus. By analyzing the types of learners created by non-face-to-face classes at universities, this study is meaningful in providing teachers with an outline of various classes that are suitable for various types of learners.

1. Introduction

In 2020, universities across the country had no choice but to change all of their classes from being online to being non-face-to-face in order to reduce the spread of COVID-19. Opinions have remained divided as to whether the online teaching method of online classes can replace the existing online teaching method, but in 2020, the majority of universities adopted and operated with the entire non-face-to-face teaching method according to the recommendations from the Ministry of Education. Therefore, universities have operated with non-face-to-face classes using real-time video lectures, pre-recorded lecture videos, teacher voice recordings in the classroom, and the usage of existing media to replace online classes in response to the COVID-19 pandemic [1].

The Korean government and universities are making great efforts to improve the quality of university classes in accordance with the current trends so that the competitiveness of education at universities is ultimately strengthened. The Ministry of Education is demanding changes to the functions and roles of universities in response to social shifts, such as the 4th Industrial Revolution, which is expanding the social demand for the nurturing of future talent with problem-solving ability, creativity, and advanced expertise in major fields, and not merely knowledge possession [2]. Universities are making various efforts to apply new teaching methods, such as disclosing the results of lecture evaluations and organizing and operating specialized organizations in order to improve lecture ability and to improve the lectures given by professors. University education should go beyond the function of transferring knowledge to students and should provide an educational system that can generate knowledge so that students can adapt to future society and lead the future [3]. This means that it is necessary to prepare a creative education system by effectively improving the teacher-centered education system that has had the lead within the traditional education system [4].

In such a situation, ‘learner-centered education’ can be presented as the approach that universities should pursue. A learner-centered education is a key issue that emphasizes a new educational paradigm in the 21st century [5]. It is a concept that embraces the changes of the times, namely that we need to respect the needs of learners, who are the consumers of education, and move away from the existing provider-oriented class operation [6,7,8]. Therefore, not merely elementary and secondary education, but additionally university education needs to move away from the existing educational method and shift to an advanced educational method that allows learners to create knowledge through creative problem solving [9,10,11]. Taking into consideration the situational factors required by lectures for many students, university-based learning is attracting additional attention as an educational method that engages individual learners in learning and improves their learner-centered competency at the same time [12].

Online classes are a consumer-oriented educational system that allow students to design and take classes offered by the university at any time and place they want, free from the constraints of time and space; they are centered on a virtual space based on high-speed information and communication [13]. Online classes allow students to receive their desired education despite distance or time constraints, and also overcome the limited educational environment given by instructors and educational media [14]. On the other hand, in non-face-to-face classes, unlike online class situations, teachers and learners are separated temporally and spatially and greatly depend on the learner’s will to learn, among other obstacles, which may cause a decrease in learning performance [15]. Additionally, according to a study by Kim and Seo [16], since many methods for efficient lecture delivery are limited in the context of non-face-to-face classes, the burden on instructors, who have to produce various materials in order to create an effective class, may also increase.

Several studies have been conducted on the satisfaction of online classes. Among them, there are studies that explore teaching–learning strategies for effective online class operation, research on the development of suitable lectures, and studies analyzing student responses to distance learning platforms [17,18,19,20]. As online classes at universities are conducted within the form of real-time video lectures or video lectures, some studies have looked at the two separately [21]. Kim and Gam [22] observed the effect of satisfaction with video lessons on learning. Jeong and Kim [23] discussed methods to improve the satisfaction of video lectures. Additionally, studies focusing on real-time video lectures have been conducted, such as studying the effect of real-time video lecture satisfaction on learning, or the classroom competency of professors who conduct real-time video lectures [24,25]. Studies on class satisfaction with online classes have been conducted to examine factors that affect students’ learning-related choices and the evaluation of learning outcomes [26,27]. In a study by Kim [28], satisfaction with online classes was investigated amongst college students who took non-face-to-face classes in the first semester of the 2020 academic year to determine if there were any differences in satisfaction compared to the ‘classing method’. Song and Kim [27] analyzed factors that affect satisfaction with online classes and the ‘will to continue taking classes’. Additionally, several studies have been conducted on the satisfaction of face-to-face and online classes and online class satisfaction to compare the level of perception of class quality [29,30,31].

As such, this study intends to analyze the learner type according to new class formats in the era of COVID-19. In this sense, a crisis is an opportunity for further research on effective education. It has been judged that the class attitude and class satisfaction of students will change as class types are diversified as a result of the coronavirus. By analyzing the types of learners created by online classes at universities, this study is meaningful in providing teachers with various classes suitable for different types of learners. Furthermore, it can be used as basic data for the preparation of a plan to increase self-directed learning, class satisfaction, and education, thereby ensuring success even as students participate in online classes.

2. Materials and Methods

2.1. Study Subject (P Sample)

The P sample refers to the study subjects participating in the Q classification. The P sample members (study subjects) assign a score to a statement by sorting the Q statements (Q sample) drawn from people (P sample) who are drawn from the population. The Q method does not follow the stochastic sampling method for the selection of P samples, as the number and selection of P samples are not limited at all, due to the fact that the Q method deals with differences in the internal importance of individuals as opposed to differences between individuals [32]. In this study, 28 subjects were selected as the P sample, taking into consideration gender, grade, major, and participation in online classes.

2.2. Study Instrument (Q Sample)

To prepare the Q sample, previous studies [33,34,35] and data from the Ministry of Education [2] were collected on online classes, self-directed learning, class types, and satisfaction. Factors related to learner types were also collected through interviews and open questionnaires conducted by seven experts, including professors specializing in work at the Teaching and Learning Center and professors majoring in pedagogy. A total of 113 Q samples were extracted through the above literature review, questionnaires, and interviews. For the derived Q sample, duplicated or unnecessary samples were excluded from the expert meeting. Finally, 34 Q samples were selected through the above procedure (

Table 1. Q statements on learner types in online classes.

ID	Q Statements
1	You could participate in class regardless of place and situation.
2	Leisure and free time increased.
3	It makes it easier to participate in group activities.
4	You can take the course multiple times.
5	You do not have to visit the university in person.
6	Through repeated learning, confidence in learning is formed.
7	Online classes are difficult to focus on.
8	Interpersonal relationships between teachers and learners are neglected.
9	Class participation rate decreases and learning efficiency decreases.
10	Because communication is difficult, questions are not immediately resolved.
11	It is difficult to ascertain whether each student participates well in class.
12	It is convenient to concentrate well in online classes.
13	The sense of immersion is low, but it is supplemented through repeated learning.
14	Concentration can be increased by using various learning content.
15	They actively participate in class because they have assignments and discussions.
16	I am interested in the subject I am taking and actively participate in it.
17	You could participate in class without harming each other.
18	As a student, I actively participate in class.
19	When you know the content, you participate more actively in the class.
20	Actively participate in group activities to ensure smooth execution.
21	Participate actively by taking classes in a more comfortable environment than face-to-face classes.
22	Since they only take class videos, they tend to participate passively in class.
23	Class satisfaction levels are low compared to face-to-face classes.
24	Class satisfaction is high because it can be repeated learning.
25	Class satisfaction level is low due to mechanical defects.
26	I am satisfied with the online class, but I hope for the face-to-face class.
27	Class satisfaction level is low because I cannot immerse myself in class.
28	There are a lot of different class materials, so I am very satisfied with them because it is easy to review.
29	Class satisfaction level is high as it helps with task performance.
30	Practical classes are face-to-face classes, and theory classes are online classes.
31	We want face-to-face classes for communication between teaching and learning.
32	I would like to take an online class because I can take classes at any time and any place.
33	Due to mechanical defects, online classes are not desired.
34	I do not hope for online classes because the level of immersion decreases.

).

2.3. Q Sort

After the selection of Q and P samples was completed, Q sorting was performed on the subjects selected as P samples in order to classify Q samples in a certain way. After reading the statements, the subjects were forced to classify them within a certain distribution so they could model their own attitudes on the subject of this study. Within this study, the Q classification procedure was classified into three groups: positive (+), neutral (0), and negative (−), taking place after the respondent read the card with each statement selected as the Q sample. Among the affirmative statements, the most-positive ones were selected one after another and classified from the outside (+4) to the inside and arranged in the neutral part [36].

2.4. Data Processing

In order to analyze the learner types amongst online class participants, the P sample was Q sorted, and the collected data were then scored. Scores were given to each question, starting with one point for the most-negative case, five points for neutral, and nine points for the most-positive case. After coding the given score into a text file in the order of the statement number, the data were then processed with the QUANL program for PC [37].

2.5. Ethical Considerations

All of the study procedures were reviewed and approved by the Hanseo University Department of Sports Research Institutional Review Board and conducted according to the principles expressed within the Declaration of Helsinki. After being provided with explanations of the purposes and length of this research study, all participants gave their consent to participate; they fully understood that they could refuse to participate in this research study at any time. The participants agreed to allow the researchers to use their personal information, which was obtained from questionnaires, for the purposes of this study.

3. Results

3.1. Formation of Learner Types in Online Classes

In the Q method, factor analysis can be described as a method to determine how the study subjects categorize themselves. Rather than allowing the researcher to classify the subjects, this method allows the subjects themselves to reveal factors through their language. Therefore, since the purpose of Q is not to increase explanatory power, there was no need to obsess over the total variability [37].

As a result of Q factor analysis, the learner types for online classes were found to group within four types. Looking at the variance for each type, Type 1 was 4.582, Type 2 was 3.707, Type 3 was 2.517, and Type 4 was 2.092. The proportion of the variable in the total variance was 16.1% for Type 1, 13.2% for Type 2, 8.9% for Type 3, and 7.4% for Type 4, and the total explanatory power measured at 16.0% (

Table 2. Eigenvalues and percentage of variance by type.

	Type 1	Type 2	Type 3	Type 4
Eigenvalues	4.582	3.707	2.517	2.092
Variance rate	0.163	0.132	0.089	0.074
Total variance rate	16.3%	29.6%	38.5%	46.0%

).

In the Q methodology, r is the coefficient representing the correlation between factors. The higher the coefficient, the stronger the correlation. Conversely, the lower the correlation coefficient (r), that is, the closer it is to 0, the more independent the relationship [38]. As a result of analyzing the correlation for each type of learner type in online classes, the correlation between Types 1 and 2 was 0.214, Types 1 and 3 was −0.001, and Types 1 and 4 was 0.298. Types 2 and 3 showed −0.101, and Types 2 and 4 showed 0.300. Type 3 and Type 4 were 0.076 (

Table 3. Correlation between each type.

	1	2	3	4
Type 1	1
Type 2	0.214	1
Type 3	−0.001	−0.101	1
Type 4	0.298	0.300	0.076	1

).

In the Q methodology, the lower the correlation coefficient between the factors, that is, the closer they are to 0, the more independent the relationship. If the correlation between types is low and antagonistic, it can be said that the classification of types is well-done. Within each type, a person possessing a higher factor weight can be judged as a person who can represent that type well [37]. In this study, as a result of the Q classification of 28 P samples, it appeared that the factor weights for each type were classified into Type 1 (N = 6), Type 2 (N = 7), Type 3 (N = 7), and Type 4 (N = 8) (

Table 4. Factor weights by type of study subjects.

Type	ID	Age	Gender	Major	Weight
Type 1 (N = 6)	2	20	Female	Faculty of Aeronautics	1.043
	7	20	Female	Faculty of Health	0.690
	8	20	Male	Faculty of Aeronautics	1.231
	14	22	Female	Faculty of Health	1.402
	15	22	Female	Faculty of Design	0.406
	22	22	Male	Faculty of Aeronautics	1.815
Type 3 (N = 7)	4	21	Male	Faculty of Aeronautics	0.878
	6	25	Male	Faculty of Humanities	0.688
	9	23	Female	Faculty of Science and Engineering	0.982
	10	24	Female	Faculty of Humanities	0.878
	11	24	Female	Faculty of Aeronautics	0.536
	21	22	Male	Faculty of Humanities	0.058
	25	22	Female	Faculty of Health	1.125
Type 3 (N = 7)	1	20	Female	Faculty of Aeronautics	0.541
	3	22	Female	Faculty of Design	1.952
	12	20	Female	Faculty of Sport	0.482
	17	24	Male	Faculty of Sport	0.671
	19	25	Male	Faculty of Design	1.429
	26	24	Female	Faculty of Science and Engineering	0.634
	28	24	Male	Faculty of Design	1.077
Type 4 (N= 8)	5	20	Female	Faculty of Humanities	0.949
	13	25	Male	Faculty of Science and Engineering	0.427
	16	23	Female	Faculty of Aeronautics	1.380
	18	22	Female	Faculty of Design	0.913
	20	20	Male	Faculty of Humanities	1.609
	23	22	Female	Faculty of Aeronautics	0.856
	24	23	Male	Faculty of Science and Engineering	0.564
	27	24	Male	Faculty of Sport	0.032

).

3.2. Type 1: Self-Directed Learning Type

The first type consisted of six people. There were two males and four females, and when listing by major, there were three students in the Department of Aeronautics, two in the Department of Health, and one in the Department of Design. The results of examining the positive agreement and negative agreement in Type 1 statements are as follows. Statements of positive consent were #17, #16, #4, #20, #5, #2, #11, #24, and so on. Positive statements that appeared included: #17 You can participate in class without harming each other; #16 I am interested in the subject I am taking and actively participate in it; #4 You can take the course multiple times; #20 Actively participate in group activities to ensure smooth execution; #5 You do not have to visit the school in person; #2 Leisure time increased and free time increased; #11 It is difficult to ascertain whether each student participates well in class; and #24 Class satisfaction is high because it can be repeated learning. Conversely, the statements of negative consent were #25, #28, #1, #21, #8, #27, #32, #34, and so. The negative statements which appeared include: #25 Class satisfaction level is low due to mechanical defects; #28 There are a lot of different class materials, so I am very satisfied with them because it is easy to review; #1 You can participate in class without harming each other; #21 Participate actively by taking classes in a more comfortable environment than face-to-face classes; #8 Interpersonal relationships between teachers and learners are neglected; #27 Class satisfaction level is low because I cannot immerse myself in class; #32 I would like to take an online class because I can take classes at any time and any place; and #34 I do not hope for online because the level of immersion decreases (

Table 5. Statements with a standard score of ±1.00 or higher for Type 1.

ID	Q Sentences	Standard Score
17	You could participate in class without harming each other.	1.97
16	You are interested in the subject you are taking and actively participate in it.	1.74
4	You could take the course multiple times.	1.39
20	Actively participate in group activities to ensure smooth execution.	1.32
5	You do not have to visit the university in person.	1.26
2	Leisure and free time increased.	1.24
11	It is difficult to ascertain whether each student participates well in class.	1.23
24	Class satisfaction is high because it could be repeated learning.	1.02
34	You do not hope for online classes because the level of immersion decreases.	−1.02
32	You would like to take an online class because you could take classes at any time and any place.	−1.07
27	Class satisfaction level is low because you could not immerse myself in class.	−1.08
8	Interpersonal relationships between teachers and learners are neglected.	−1.12

).

3.3. Type 2: Content Learning Type

The second type consisted of seven members. There were three males and four females. Looking at the members according to their majors, three people were in the Department of Humanities, two people were in the Department of Aeronautical Sciences, one person was in the Department of Science and Engineering, and one person was in the Department of Health Sciences. Statements that gave positive consent to the second type of statement included #28, #14, #1, #4, #24, #12, and #13. Positive statements included: #28 There are a lot of different class materials, so I am very satisfied with them because it is easy to review; #14 Concentration can be increased by using various learning content; #1 You can participate in class regardless of place and situation; #4 You can take the course multiple times; #24 Class satisfaction is high because it can be repeated learning; #12 It is convenient to concentrate well in online classes; and #13 The sense of immersion is low, but it is supplemented through repeated learning. The statements showing negative agreement included #7, #9, #31, #27, #23, and #17. Negative statements included: #17 You can participate in class without harming each other; #23 Class satisfaction levels are low compared to face-to-face classes; #27 Class satisfaction level is low because I cannot immerse myself in class; #31 We want face-to-face classes for communication between teaching and learning; #9 Class participation rate decreases and learning efficiency decreases; and #7 Online classes are difficult to focus on

Table 6. Statements with a standard score of ±1.00 or higher for Type 2.

ID	Q Sentences	Standard Score
28	There are a lot of different class materials, so you are very satisfied with them because it is easy to review.	1.63
14	Concentration can be increased by using various learning content.	1.54
1	You could participate in class regardless of place and situation.	1.35
4	You could take the course multiple times.	1.32
24	Class satisfaction is high because it could be repeated learning.	1.21
12	It is convenient to concentrate well in online classes.	1.18
13	The sense of immersion is low, but it is supplemented through repeated learning.	1.16
17	You could participate in class without harming each other.	−1.03
23	Class satisfaction levels are low compared to face-to-face classes.	−1.22
27	Class satisfaction level is low because you could not immerse myself in class.	−1.24
31	We want face-to-face classes for communication between teaching and learning.	−1.31
9	Class participation rate decreases and learning efficiency decreases.	−1.35
7	Online classes are difficult to focus on.	−1.84

.

3.4. Type 3: Face-to-Face Learning Type

The third type consisted of seven people. There were three males and four females. Looking at the members’ majors, three students were from the Department of Design, two from the School of Sports, one from the School of Science and Engineering, one from the School of Health, and one from the Department of Humanities. Statements that gave positive consent to the second type of statement included #7, #4, #22, #2, #8, #1, and #5. Positive statements consisted of: #7 Online classes are difficult to focus on; #4 You can take the course multiple times; #22 Since they only take class videos, they tend to participate passively in class; #2 Leisure time increased and free time increased; #8 Interpersonal relationships between teachers and learners are neglected; #1 You can participate in class regardless of place and situation; #5 You do not have to visit the school in person. The statements showing negative agreement were #28, #33, #34, #21, and #14. Negative statements consisted of the following: #28 There are a lot of different class materials, so I am very satisfied with them because it is easy to review; #33 Due to mechanical defects, online classes are not desired; #34 I do not hope for online classes because the level of immersion decreases; #21 Participate actively by taking classes in a more comfortable environment than face-to-face classes; #14 Concentration can be increased by using various learning content (

Table 7. Statements with a standard score of ±1.00 or higher for Type 3.

ID	Q Sentences	Standard Score
7	Online classes are difficult to focus on.	1.88
4	You could take the course multiple times.	1.81
22	Since you take class videos, you tend to participate passively in class.	1.53
2	Leisure and free time increased.	1.52
8	Interpersonal relationships between teachers and learners are neglected.	1.21
1	You could participate in class regardless of place and situation.	1.05
5	You do not have to visit the university in person.	1.04
14	Concentration can be increased by using various learning content.	−1.00
21	Participate actively by taking classes in a more comfortable environment than face-to-face classes.	−1.13
34	You do not hope for online classes because the level of immersion decreases.	−1.20
33	Due to mechanical defects, online classes are not desired.	−1.52
28	There are a lot of different class materials, so you are very satisfied with them because it is easy to review.	−1.69
16	You are interested in the subject you are taking and actively participate in it.	−1.93

).

3.5. Type 4: Team Project Learning Type

The fourth type consisted of eight people. There were four males and four females. Looking at the members’ majors, there were two people from the Department of Science and Engineering, two people from the Department of Humanities, one person from the Department of Aeronautics, one person from the Department of Humanities, and one person from the Department of Sports. The statements that gave positive consent to the second type of statement consisted of #12, #7, #4, #20, and #3. The positive statements consisted of: #12 It is convenient to concentrate well in online classes; #7 Online classes are difficult to focus on; #4 You can take the course multiple times; #20 Actively participate in group activities to ensure smooth execution; #3 It makes it easier to participate in group activities. The statements showing negative agreement consisted of #10, #29, #27, #22, #9, and #33. The negative statements were the following: #10 Because communication is difficult, questions are not immediately resolved; #29 Class satisfaction level is low due to mechanical defects; #27 Class satisfaction level is low because I cannot immerse myself in class; #22 Since they only take class videos, they tend to participate passively in class; #9 Class participation rate decreases and learning efficiency decreases; and #33 Due to mechanical defects, online classes are not desired (

Table 8. Statements with a standard score of ±1.00 or higher for Type 4.

ID	Q Sentences	Standard Score
12	It is convenient to concentrate well in online classes.	1.89
7	Online classes are difficult to focus on.	1.56
4	You could take the course multiple times.	1.47
20	Actively participate in group activities to ensure smooth execution.	1.34
3	It makes it easier to participate in group activities.	1.32
33	Due to mechanical defects, online classes are not desired.	−1.14
9	Class participation rate decreases and learning efficiency decreases.	−1.19
22	Since you take class videos, you tend to participate passively in class.	−1.20
27	Class satisfaction level is low because you could not immerse myself in class.	−1.24
25	Class satisfaction level is low due to mechanical defects.	−1.38
29	Class satisfaction level is high as it helps with task performance.	−1.42
10	Because communication is difficult, questions are not immediately resolved.	−2.23

).

4. Discussion

The COVID-19 virus has resulted in a great deal of changes to our society. Within the field of education, a typical example could be the transition from face-to-face classes to online classes. As such, since the onset of the 4th Industrial Revolution, there has been a continual shift to learner-centered classes, self-directed learning, and creativity-centered education. In online classes, learners remain the most important factor. From this perspective, we sought to discuss the various types of learners in online classes. The learner types of online classes were classified into four main types.

First, Type 1 was named the ‘self-directed learning type’. This is considered to be the type of individual who engages in self-study due to online classes. In the Q statement of this study, lecture was investigated with the following statements: #4 You can take the course multiple times; #2 Leisure time increased and free time increased; and #16 I am interested in the subjects I am taking and actively participate in them. In other words, learners feel interest on their own and engage in self-directed learning through repeated learning. Additionally, learners with self-directed learning often use their leisure time by managing their time well. With the transition to online classes due to COVID-19, self-directed learning has become an increasingly important learning method in an environment where students have to adapt to online classes. Even if it is not in the context of online classes, the educational paradigm is changing due to the 4th Industrial Revolution. One factor, the self-directed learning method, allows learners to plan and execute on their own. It is believed that this is also being done in online classes. Kyriacou [38] stated that learner-centered classes are to ensure desirable learning through various educational activities along with the setting of teaching and learning goals. According to Weimer [35], in a learner-centered class, the instructor possesses the attitude of recognizing and performing the role of enabling students to discover and learn knowledge and further facilitate learning. According to the study of self-directed language learning strategies by Lai, Saab, and Admiraal [39], it is important for learners to think in advance for themselves. Stanislav and Vesna [40] also stated that self-directed learning (educator courses, learning goal setting, etc.) is necessary for creative design activities.

Second, Type 2 was named the ‘content learning type’. We judged that this is the type of individual who considers content important in online classes. In the Q statement of this study, the lecture was investigated thoroughly, with the following statements investigated: #28 There are a lot of various class materials, so it is easy to review, so the satisfaction level is high; #14 Concentration can be increased by using various learning content; #1 You can participate in class regardless of location and situation; and #24 The satisfaction level is high because it can be repeated learning. With the transition to online classes, various content has become more widely available. Of course, content is also used in the existing class to arouse the interest of learners. However, in online classes, the use of content is an important factor in online classes in which the instructor primarily leads the class. Even if learners are attempting to engage in self-directed learning, they may not actively participate in the class if there is no interest in the class. Ryu and Kim [41] reported that flip learning-based classes influenced self-directed learning readiness, academic self-efficacy, learning immersion, and learning presence. According to a study using blended learning by Park [42], selection motivation wielded a positive effect on self-directed learning ability. Additionally, students with high academic performance and major satisfaction were reported to have high self-directed learning ability. Kim [43] claimed that self-directed learning ability was improved by applying the flip learning method through media convergence. In a study by Cho and Kim [44], self-directed learning readiness was improved in the study conducted for practical subjects. Park and Park [45] stated that the advantages of flipped learning were effective in practical education. Cho and Kim [44] and Yoo and Kim [46] reported that watching videos repeatedly to improve self-directed learning was also helpful.

Thirdly, Type 3 was named the ‘face-to-face learning type’. We judged that this type of individual prefers online classes. Due to the coronavirus, classes have been switched to face-to-face or online classes. However, these individuals prefer face-to-face classes, which are traditional classes. In the Q statement of this study, the lecture was investigated: #7 Online classes have poor concentration; #22 Since I only take class videos, I tend to participate passively in class; and #8 The interpersonal relationship between the instructor and the learner is neglected. Due to the coronavirus, many classes have been switched to face-to-face and online classes. However, experiments and practical classes require face-to-face classes. In the cases of the Faculty of Design, the Faculty of Natural Sciences, and the Faculty of Sports, the practical and experimental classes were conducted face-to-face while also observing quarantine rules. It was thought that learners who participated in face-to-face classes preferred off-line classes rather than online classes. According to the Q statement, online classes showed a strong positive attitude towards the statement that concentration was lowered, and that concentration was lowered when video classes were used. It also pointed out that there is a problem in the interpersonal relationship between the instructor and the learner, thus further emphasizing the need for face-to-face classes. According to a study by Go [47] and Cole [48], there is a significant relationship between professor–student interaction, class participation, and major satisfaction. Pascarella and Terenzini [49] stated that intimacy and trust between professors and students are higher when classes sizes are smaller and frequent meetings with professors are higher. Kim [50] said that within a study of creative dance classes using props, class participation wielded a positive effect on activity satisfaction. Kang, Shin, and Seol [51] studied the satisfaction of pre-service teacher education and practice and concluded that the educational practice program had high satisfaction with its practical content, guidance, and training.

Fourth, Type 4 was named the ‘team project learning type’. After the recent 4th Industrial Revolution, the educational paradigm has shifted. One of these changes can be linked to teamwork. Society values teamwork rather than individualism. In the Q statement of this study, the lecture was investigated: #20 Actively participate in group activities to ensure that the activities run smoothly; #3 You can participate more comfortably in group activities; and #7 Online classes have poor concentration. According to a study of team project learning activity by Park and Jang [52], positive evaluation was conducted for team evaluation, team member contribution, and evaluation target (team leader and team member). Lee, Yang, and Son [53] stated that liberal arts classes using the team project learning method implemented effective teaching methods that emphasize the core competencies of future society, such as ability for self-directed learning, collaboration, communication, and discussion. According to a study of team project special learning by Yang, Heo, and Kim [54], group efficacy and the scaffolding of team project participants wield a positive effect on learning participation and achievement. In particular, scaffolding related to the project content helps with active participate in the project. According to Park and Jang [55], within the learning effect of CAE class, PBL (problem based learning) has a positive effect on individual competency improvement, such as subject knowledge, self-directed learning, problem solving ability, and communication.

Taking into consideration the above discussion, the 4th Industrial Revolution, the digital age, online classes, and other factors have all changed the class format. Simultaneously, the educational paradigm has also been changing. Education is the process of preparing the next generation and investing in our future. Due to the coronavirus, it is essential to analyze what learners want in the form of classes referred to as online classes. Additionally, teachers will be able to conduct an efficient class for the learner if they understand the preferred class format within which the learner best participates when engaged in an online class. As such, research of learner types in online classes will provide learners with a set of effective learning methods, and teachers will be able to provide efficient teaching methods according to the specific class type (theory, practical, etc.).

5. Conclusions

In the era of COVID-19, the class format has changed from face-to-face classes to various other methods, such as online classes. We present a study of learner types for students who participate in online classes. The purpose of this study is to provide the most-effective teaching methods to instructors by identifying learner types in online classes, and to provide individual students with ways to increase their self-directed learning, class satisfaction, and educational effectiveness through effective learning methods. In order to achieve the purpose of this study, 28 adult men and women who had experienced taking online classes were selected as the study’s subjects. In order to classify learner types, subjectivity research and Q methodology were applied to derive the following research results: Type 1 was found to be a ‘self-directed learning type’ who leads in self-learning; Type 2 was a ‘content learning type’ who prefers various content; Type 3 was classified as a ‘face-to-face learning type’ who prefers classroom and practical classes, which are the existing teaching methods; and Type 4 is a ‘team project learning type’ who prefers group activities.

After completing the above research, we would like to make additional recommendations for future research. First, this study was conducted by selecting university students from a specific university due to the COVID-19 virus. Therefore, it cannot represent all college students in South Korea. Secondly, this study investigated the learner types within the context of online classes. We considered it necessary to study various types of learners by studying the types of learners for face-to-face classes. Thirdly, the validation of the four learner types as a result of this study is required. More-accurate research results can be derived by conducting quantitative research targeting various learners through further validation.