• The Journal of the Korea Contents Association
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• v.11 no.7
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• pp.179-191
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• 2011

This study aims to elucidate the relationship between the characteristics of adult learners and flow in cyber-class along with relationships among flow, stress, and problem-solving ability. The research subjects were 1044 enrolled students at Cyber University located in Seoul through voluntary on-line questionnaire. The analysis is following: The components of flow on cyber-class including enjoyment, engagement, focused attention, and time-distortion show the significant difference upon the characteristics of adult learners such as school grade, age, marital status, and number of registered classes. In addition, the flow on cyber-class has the negative relationship with stress and the positive relationship with problem-solving ability. To improve the level of flow on cyber-class, it is important to develop the new on-line class and class materials with the consideration of characteristics and diverse backgrounds of adult learners. The incorporation of various interactive evaluation can also improve the flow level of adult learners in cyber class. Finally, the learning counselling service might be essential for adult learners to experience flow on cyber-class.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.471-480
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• 2023

The purpose of this study is to confirm the effect of recording online classes and real-time video classes on other behaviors, lecture satisfaction, and lecture flow in during the COVID-19 period. Data were collected and analysis using a structured questionnaire from May 20th to June 4th in 2021 for 550 nursing students in the D University. As a result of the study, it was found that there were more others behaviors in record online classes than in real-time online classes (t=-2.00, p=.046), lecture satisfaction(t=-1.54, p=.124) and lecture flow in real-time online classes it was higher in the record online classes (t=-.63, p=.529), but it was not statistically significant. However, the 2nd year students who participated in the two types of online classes showed statistically significantly higher lecture satisfaction (t=13.55, p=.000) and lecture flow(t=4.48, p=.004). And 4 th grade students of others behaviors was statistically significantly lower (t=4.68, p=.003). In the multiple regression analysis, the main factor affecting lecture flow was lecture satisfaction, and the explanatory power of the model was 55.1% in record online classes (F=128.49, p <.01), and in real-time classes 47.2%(F=77.24, p<.01). In the future, research should be conducted to confirm the difference between the two types of online classes of the same instructor and the difference in other things, lecture satisfaction, and class commitment that appear after applying learner-centered learning.

• Journal of Digital Convergence
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• v.19 no.8
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• pp.59-73
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• 2021

This study purpose to empirically investigated the effects of Learning Presence perceived by university students at general universities who took Remote Classification in the first semester of 2020 on Learning Outcomes and the mediating effects of Learning Immersion. A total of 293 students were surveyed by conducting an online survey for about a month from Sep. 15, 2020, targeting college students attending general universities in Seoul and Gyeonggi-do. The results of the study are as follows: First, Learning Presence had an effect on Learning Immersion and Learning Outcomes, and Learning Immersion had an effect on Learning Outcomes. Second, Learning Immersion had a mediating effect on the relationship between Learning Presence and Learning Outcomes. This study is meaningful in that it verified the relationship between Learning Presence, Learning Outcomes, and Learning Immersion perceived by college students who took Remote Classification in COVID19 response dimension.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.412-419
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• 2020

This study investigates the relationships among learning motivation, learning immersion, and academic achievement in college-level nursing students who give non-face-to-face online lectures. The data for this study were collected using questionnaires given to 147 students attending four-year nursing colleges at two universities. For the data analysis method, descriptive statistics, t-test, ANOVA, the Scheffe test, Pearson's correlation analysis, and multiple regression analysis were used. As a result of the study, the average motivation was 101.29±12.18 points, learning commitment was 72.02±8.03 points, and academic achievement was 31.31±4.06 points. The relationships among learning motivation, learning commitment, and adaptation to college life showed significant positive correlations. In the results of multiple regression analysis, factors influencing the academic achievements of nursing students were found to be learning motivation and learning commitment. Therefore, in order to increase academic achievement in nursing college students, it is necessary to develop a specific strategy to improve learning motivation and to develop various activities and programs to immerse students in learning.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.341-348
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• 2021

This study identified learners' immersion, focusing on online video education platforms, Zoom and Webex, used in colleges after the 'Covid-19', and suggested design improvement measures to improve immersion. Through prior research and literature research, the components of immersion and screen components of the online distance education platform were identified, and measures to improve immersion were suggested through questionnaire surveys and in-depth interviews. The research method was conducted for 5 days from April 7 to 12, 2021 for 50 college students and graduate students in their 20s and 30s who are receiving online education through Zoom and Webex, and 6 people were interviewed in-depth. As a result of the experiment, the communication between learners and lecturers was deduced as the biggest factor, so a design plan to facilitate communication between learners and lecturers was proposed based on Gutenberg's diagram. As online video education is predicted to continue even after the Covid-19, continuous online video education immersion research is needed, and we hope that it can contribute to the direction of the research.

• Journal of the Korean Applied Science and Technology
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• v.38 no.3
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• pp.735-749
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• 2021

There is true that the evaluation of non-face-to-face swimming classes currently offered by universities due to the COVID-19 outbreak is generally negative. For this reason, the quality of non-face-to-face swimming classes at universities is bound to depend on the expertise of the instructor. However, whether or not of students who lack of practices of swimming could experience exercise flow and could continuously last the swimming exercise after semester or even graduation is difficult to confirm. This is considered to be a significant threat in the future not only for swimming, but also for all liberal arts and lifestyle sports. This study aimed at 281 non-athletic college students with experience of taking both swimming classes, and the need for a study on the structural relationship between exercise flow and participation intention by university swimming class leaders' expertise in non-sports majoring college students. And the results were empirically analyzed. The research results derived in this process are summarized as follows. First, the effect of swimming class leader's expertise (personality, lecture skills, student management, practical skills, basic knowledge) perceived by non-athletic college students on exercise flow (cognitive flow, behavior flow) affects cognitive flow. As a factor influencing, it was found that lecture skills had a statistically positive (+) effect, and as factors influencing behavioral commitment, the positive (+) effect was statistically significant in personality, lecture skills, student management, and basic knowledge. Second, as for the effect of exercise commitment (cognitive commitment, behavior commitment) perceived by non-athletic college students on continuous participation intention, the behavioral commitment factor was found to have a statistically positive (+) effect.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.63-72
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• 2011

Satisfactory e-learning experience of working part-time adult students is a truly dynamic and multidimensional process that reflects learning needs and abilities. Special attention is given to understanding the role of student-to-faculty interaction, student-to-student interaction, e-learning content and course structure, flow, periodic off-line class meetings and synchronous Q&A sessions. Survey questions were developed and distributed to adult graduate students. Some of them were asked to complete the questions with the most interesting subjects or classes in their mind, and others with the most difficult subjects in their mind. The structural model for each group was tested. The values of path coefficients corresponding to the group with the difficult subjects turn out to be higher for the following paths; a) interaction among professors and students and satisfaction, b) contents quality and flow, c) Q&A and interaction among professors and students, d) Q&A and interaction among students. For the other paths such as interaction among students and satisfaction, contents structure and flow, the coefficient values corresponding to the group with the interesting subjects are higher. Some implications for e-learning design were provided as well.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.168-175
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• 2021

This study was conducted to survey the learners' satisfaction with the online head and neck anatomy class and obtain basic data for the purpose of possibly making continuing online class educationally more effective. A Google Forms survey was conducted with dental hygiene students, and 120 copies of the questionnaire were used as data for the final analysis. The study surveyed when they take on online classes and the types of online classes and had the respondents subjectively evaluate their own understanding of the classes and their academic achievements through them. The biggest influence on learning immersion was academic achievement and the biggest influence on the satisfaction with online class was the students' understanding of the class. It is hoped that the research results will shed light on the directions for designing new curriculums in anatomy in this era of a pandemic.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.433-441
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• 2020

This study was conducted to identify the factors that influence the other behaviors taken by nursing students during online lectures. The study subjects were 304 nursing students in three universities. Data were collected between April 20 and 30, 2020, using by completing structured self report questionnaires. Data were analyzed using T-test, ANOVA, Pearson's correlation coefficient, and multiple regression using SPSS 26.0 program. In correlation analysis, significant negative correlations were found between other behaviors, interest(r=-17, p<.01), understanding(r=-19, p<.01), needs(r=-12, p<.05), learning motivation(r=-12, p<.05), self-regulation efficacy(r=-11, p<.05), learning confidence(r=-14, p<.05), lecture satisfaction(r=-22, p<.01), lecture flow(r=-24, p<.01). In the multiple regression analysis, learning confidence, prefer to discuss & present (β=.19), lecture flow(β=-.15), lecture satisfaction(β=-.15) were statistically significant factors that explained 10.6% of variance of other behaviors taken by nursing students during online lectures. Thus, we suggest to develop that teaching methods and programs to reduce other behaviors taken by nursing students during online lectures.

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.645-647
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• 2011

본 논문에서는 좋은 수업에 대한 전문대학 현장에서 학습자들 인식을 살펴봄으로써 전문대학 교육에 주는 시사점을 찾아보고자 하였다. 특히 강의평가의 주관식 문항을 분석하여 좋은 강의의 개념과 가이드 라인을 제시하고자 하였다. 질적 분석을 통하여 나타나 결과를 정리해 보면 첫째, 몰입할 수 있는 수업, 둘째, 공정한 평가로 동기유발을 할 수 있는 수업, 셋째, 교수와 학생, 학생과 학생의 원활한 상호작용이 있는 수업, 넷째, 교수자의 열정을 느낄 수 있는 수업을 좋은 강의로 인식하고 있었다. 이와 같은 연구 결과는 강의개선안 및 강의평가 방안 개발에 실질적으로 기여할 수 있다는데 의의가 있다.