Abstract
In distance education at a simultaneous lecture, this kind of research is without precedent which learners' eyes meet, contactable, their teacher. In this research, the lecture was executed by three different methods. Two of the lectures were executed through Video Conferencing Systems, new one to which a look can be matched and another former one that a look cannot be matched. To them, another was executed by the real facing lecture. In each lecture, questionnaires and learning effect measurement examinations were given. Using them, the comparative analysis of the educational effect were made. From a decentralized analysis of the examination results, result difference was not found among the lectures. Analysis of variance and the multiple comparison estimated the questionnaire evaluation. In addition, factors about understood feeling and study volition were excluded as subjective study evaluation, and then factor analysis were executed. As a result, the following six factors have been extracted: "non-verbal communication" "getting tired" "strain" "a look, real existence desire" "fatigue, dissatisfaction" "relaxation" Each factor was assumed to be an independent variable, examination result, objective study evaluation, and subjective study evaluation were assumed to be a dependent variable. Using them, single recurrence analysis and multiple regression analysis were executed. As a result, the following were clarified. "Non-verbal communication" has a positive influence on the understood feeling, volition, and understanding level. The learning environment which a look cannot be matched becomes an obstacle for the learner's study activity. Although, the distance education with a look can be matched form applies the teaching method for a facing simultaneous lecture, measures against "getting tired" are necessary.
