• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.463-471
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• 2010

The purpose of this study is to articulate learning model based on achievement level in blended learning environment. In order to investigate the variables and mechanisms in the blended learning environment, we started by attempt to develop two questionnaires using the components of web-based instruction and self-regulated learning. And its results were implemented to represent the topology and directed merging path within components. 154 students at a high school were required to take each web course respectively for two weeks. And questionnaires data, achievement levels data were collected and analyzed. Various statistical analysis methods such as correlation analysis, classical multidimensional scaling, multiple regression analysis, were applied to the data. As an result, the topology and directed path within factors of blended learning process were derived and revised as a final model.

• Journal of Internet Computing and Services
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• v.10 no.1
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• pp.135-143
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• 2009

The purpose of this study was to explore factors that affected the satisfaction of students' experiences in an education course, with the educational method and educational technology designed with a blended learning strategy. Blended learning is currently recognized as a good solution for the problems posed by both online and face-to-face learning, because it has features like flexibility and accessibility by using tools supporting both individualization and socialization. This study is one case that illustrates how blended learning can be applied at the university level. Subjects were 56 students who had participated in the class and responded to the survey questions. The gathered data were analyzed by using Factor Analysis and the Structural Equation Model. Based on the results of Factor Analysis, data revealed 5 factors: learning motivation, previous experience, ability to use information & technology, capability of self-regulated learning, and learning satisfaction. The results of the Structural Equation Model revealed causal relationships among the aforementioned factors as follows: (a) there was a statistically meaningful causal relationship between "learning motivation" and "capability of self-regulated learning", (b) there was a statistically meaningful casual relationship between "previous experience" and "capability of self-regulated learning", and (c) "capability of self-regulated learning" directly affected "learning satisfaction".

• Journal of Digital Convergence
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• v.11 no.12
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• pp.83-92
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• 2013

An emerging learning method, flipped learning, has gained much interest lately due to its process involving prior study followed by the students' classroom involvement, which direction matches that of the current educational policy that emphasizes self-directed learning. This study investigated the concept of flipped learning and explored ways to develop instructional design models that utilize it. Flipped learning is not a model that has been recently developed, as it uses the format of blended learning with the introduction of a new concept of prior learning that allows students to learn in advance through online lessons and video clips related with the classroom content to be covered. During class time, individualized supplementary or in-depth study is conducted on the basis of the students' prior learning. The main considerations for designing flipped learning are a flexible classroom environment, a shift in learning culture, intentional classroom content, and educators equipped with professional capability. The research proposes the development of instructional design models for flipped learning pursuant to such concept and considerations. Through this research, the concept of flipped learning can be comprehended; furthermore, flipped learning can be utilized more effectively in the teaching and learning environment.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.489-496
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• 2007

u-러닝(u-learning) 체제의 도입은, 다양한 형태의 원격교육을 지원하기 위한 교수-학습 시스템 및 모형을 요구하며, 이에 따라 유무선 인터넷을 이용한 u-러닝 시스템이 지속적으로 개발 적용되어 왔다. 하지만, 현재 운영되고 있는 대부분의 원격교육시스템은 교수자와 학습자간의 지속적인 쌍방향 상호작용 유지의 어려움, 시스템 구축을 위한 경제적 부담, 시스템 운영에 투입되는 교수자의 기술적 소양 부족 등의 문제점을 안고 있다. 이러한 문제점을 해결하기 위해서는 다음 항목에 대한 제고가 필요하다. 첫째, 효율적인 쌍방향 상호작용은 학습자 행동에 대한 지속적인 모니터링 및 피드백, 그리고 교수자의 상시 접속 상태 유지를 전제로 한다. 이는 사이버 교사(cyber tutor)를 이용하는 지능형 학습에 대한 논의로 이어진다. 둘째, 구현될 시스템은 경제성과 재사용성 측면이 고려되어야 하며, 이는 기존의 학교 현장의 인프라를 활용하는 u-러닝 개념의 학습 환경, 즉 이동성 네트워크 구조에 대한 설계가 요구된다. 셋째, 시스템의 직접적인 운영 주체인 일선 교사들의 기술적 소양을 고려할 때, 시스템 구축 및 사용상의 편리성, 학습 진행을 위한 보조적 지원 장치 등이 충분히 전제되어야 한다. 이에 본 연구에서는, 이동성과 내재성의 u-러닝 개념을 포함하고, 지능형 가상 교수자(cyber tutor)에 의한 블랜디드 학습(blended learning)을 도입하며, 사용자의 기술적, 경제적 부담의 제거가 가능한 지능형 u-러닝시스템을 개발하였다. 본 연구에 의해 개발된 시스템은 기존의 네트워크 인프라와 u-러닝의 개념을 통합하는 네트워크 구조, 원격학습을 지원하는 네트워크 화이트보드, 학습 과정의 저장과 해석을 지원하는 스크립트 인터프리터, 학습자 반응에 대한 피드백을 자동 제공할 수 있는 지능형 인터프리터로 구성되었다.

• Journal of Industrial Convergence
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• v.21 no.8
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• pp.1-12
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• 2023

The purpose of the study is to analyze the impact of blended learning's external classroom formats and internal teaching strategies, which has been implemented in university classes due to COVID-19, on students' academic achievement and learners' perceptions, as well as to provide insights into the desirable direction of online education. The study was conducted during the 1st semester of 2022 at G University, targeting students taking Calculus I. The experimental group consisted of 117 students, while the control group consisted of 707 students. Blended learning, involving a combination of face-to-face classes, online classes, and mixed teaching methods, was implemented, and academic achievement and learner perceptions were assessed. The research findings indicate that compared to solely online classes, adopting a blended learning approach with online classes before the midterm and face-to-face classes afterwards resulted in a decline in academic achievement. The unprepared and simplistic external format of blended learning was found to be ineffective, however, a blended learning model consisting solely of online classes, incorporating a mix of asynchronous and synchronous instruction, demonstrated positive learner perceptions. Additionally, utilizing technology in the teaching strategies yielded positive outcome.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.83-91
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• 2020

The purpose of this study is to develop creativity-based creative convergence subjects for nursing students. For the purpose of this study, the procedures are conducted that the needs analysis, setting educational goals, segmentation of educational goals, selection of educational contents and organization by F. Bobbitt's curriculum development model and the creative convergence subject was developed through the verification process of the validity of experts. Through a theoretical review, the contents of education in creative convergence subjects consisted of converging with other areas, focusing on creativity. It was presented as a liberal arts subject with two credits, and as an educational method, an online class utilizing blended learning and offline classes centered on activities by teams were presented. In addition, the curriculum was divided into understanding, application, synthesis, and deepening so that students could understand the concept of creative convergence thinking and apply it through thinking techniques and strategies, and finally improve their creative convergence thinking abilities through team projects.