Universities continue to be confused due to unstable academic management, with non-face-to-face situations becoming frequent due to the COVID-19 social distancing policy and guidelines for preventing the spread of quarantine authorities. Most universities are actively using distance education along with some face-to-face classes to minimize educational gaps. Generally operated remote education is non-real-time education for taking recorded video lectures and real-time education using video conferencing platforms such as ZOOM. However, in the case of recorded video classes, it is difficult to grasp the learner's sincerity and participation in the class, and side effects such as "zoom fatigue syndrome" are also raised in the ZOOM class, showing many problems in existing remote education. Therefore, this study aims to provide a new method of remote education that can compensate for the problems of existing remote education by comparing the effectiveness of the existing remote education method, recording video class, by conducting entrepreneurship education using 'metabus', a rapidly growing field of offline activities in the non-face-to-face era. According to the empirical analysis of this study, first, the meta-bus class improved entrepreneurship compared to the recorded video class. Second, it was found that recorded video classes only affect entrepreneurship competency. Third, it was found that metabus classes had an effect on entrepreneurship propensity, entrepreneurship competency, and entrepreneurship will. The implications of this study are that generation Z, which handles ICT technology well, prefers different learning experiences, and tends to demand game experiences, needs to be meaningfully considered that classes on metabuses using avatars provided play and fun elements. In addition, as it has been empirically identified that the educational effectiveness of Metaverse is high, it is necessary to design classes to increase learners' participation by using Metaverse' function to communicate with learners in real time and link external collaboration tools suitable for each subject. The contribution of this study is that as a new alternative to enhancing the effectiveness of distance education in a rapidly changing era along with the spread of non-face-to-face culture, classes using ‘Metaverse’ that can overcome space limitations can be expected.