• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.167-174
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• 2022

In blended learning, which combines school and online learning, unidirectionalness and disconnection of interaction are pointed out as the reason for widening the educational gap. This study conducted focus group interviews with teachers, students, and parents to develop a blended learning model to enhance the effectiveness of online learning. In order to increase the interaction between teachers and students online, the EduCare model considering care factors was proposed. Six practical models were proposed for the blended EduCare model. Not only interaction can be maximized, but learning reality and psychological well-being, social presence can be improved, and the effectiveness of online learning can be cultivated positively.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.2
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• pp.179-200
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• 2021

This study is aimed at analyzing cases of management focusing on a reading club using the blended learning at school library and the relevant programs of the free semester system. Therefore, the study has designed a research model for the blended-based management of school libraries, and cases of activities of reading clubs at school libraries for participants in programs linked with the free semester system have been analyzed. As a result of the analysis, first, the confidence level was satisfied in all areas of stability, consistency, predictability and verification on confidence level for related variables of the research model. Second, a meaningful relation has been verified in the correlation analysis between the blended activities and activities of the career search and the career design. Third, as a meaningful static effect has been shown in the contact-free activities in the areas of activities of the blended learning and activities of the career search and the career design, it was verified that programs linked with reading clubs of the free semester system have higher positive effects in the contact-free activities. Last but not least, programs related to local governments to support reading clubs at school libraries have been presented, and management of the blended learning at school libraries has been suggested.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.509-517
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• 2018

The present study is a convergence study aimed at investigating the effects of the blended learning method on self-directed learning and learning satisfaction of nursing students. A nonequivalent control group was designed to conduct a pre-post test for this study. The participants were assigned to the experimental(n=70) or control group(n=68). Data was analyzed using ${\chi}^2$-test, independent t-tset, and ANCOVA. The results of this study showed that self-directed learning(F=4.122, p=.044), learning satisfaction (F=4.714, p=.032) were significantly higher in the experimental group with blended learning applied than in the control group that received lecture courses for the subject adult health nursing. In other words, this study found that the blended learning method, which was designed to enable students to learn given tasks on their own outside teaching-centered lectures, can enhance the learning ability of nursing students. The results of this study indicate the need to conduct repeated studies regarding blended learning in various subjects and to develop content considering self-directed learning and learning satisfaction of learners.

• 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 Digital Convergence
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• v.15 no.4
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• pp.1-11
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• 2017

The purpose of the study is to develop an online measurement scale for diagnosing self-directed learning ability for students in Korea. In order to achieve the goal, literature review, case analyses, and experts interview were carried out and finalized the blended-learning based SMMIS model. A total of 1,626 elementary, middle and high school students participated in the scale survey to validate the credibility and validity. Based on these results, an online measurement tool for self-directed learning was developed. The tool can be used in blended-learning environment to maximize its effectiveness. In conclusion, we discussed about implications and strategies for the blended-learning based on self-directed learning program model for young students, and suggested future vision and further research.

• Communications of Mathematical Education
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• v.30 no.1
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• pp.47-65
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• 2016

The purpose of this paper is to compare the effects on the students' academic achievement and satisfaction level in a Calculus course taught by two different teaching modes, blended learning and face-to-face learning. The comparison analysis was made for Calculus 2 course in H university in South Korea offered in the Spring semester of the year 2015. Calculus 2 is a Calculus course designed for the first year students who plan to choose their majors in Engineering. There were two sections of the Calculus course taught in a blended learning mode and one in a conventional face-to-face learning mode. All these three sections including e-learning parts were taught by the author. We discuss some meaningful differences in the effects by the two different teaching modes.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.6 no.5
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• pp.173-185
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• 2016

As a dual-degree program/exchange student program becomes widespread, the faculty and students consisting of a course are being globalized. Recently, there has been an online or blended learning-based course, which is evolved from a conventional offline course. However, the course has no consideration of a dual-degree program or exchange student program because it is limited to a domestic university. To create and manage a global course, there have several of difficulties in the aspects of cost or effectiveness. As a solution to tackle them, it is necessary to do research on providing blended global courses with a fusion approach of online and offline. In this paper, we studied and presented a model of blended global courses. To create and maintain overseas scholar-oriented courses, we devised eight types of blended global courses depedning on their opening time and the cooperative relation between online and offline and made their comparative analysis. The blended global course proposed in this paper can be applied to cultivating global human resources in universities.

• KIPS Transactions on Software and Data Engineering
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• v.6 no.7
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• pp.353-360
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• 2017

In this study, a software education program based on blended learning using scratch was designed for pre-service elementary teachers' software education. Software education program was applied to experimental group and control group within the university of education using Scratch programming for 12 weeks. Blended learning using online lectures was applied to experimental group. The pre-service teachers' recognition about software education and self-evaluation of computational thinking were performed. Then, we analyzed the effect of the developed education program on the recognition of software education and computational thinking. As a result, the level of post-recognition of software education in the experimental group was significantly higher than that of the pre-recognition. In the self-evaluation of computational thinking, the experimental group was significantly higher than the control group. Therefore, it can be seen that the software education program based on blended learning can help improve the learner's computational thinking.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.63-77
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• 2021

This study aims to explore the differential effects of teacher support on Chinese EFL students' listening ability in a blended learning environment. 87 third-year English-major students in a Chinese university participated in this study and they were randomly divided into an autonomy group (n=22), an emotional group (n=22), a cognitive group (n=22) and a control group (n=21). Each experimental group received relevant teacher support during their 17-week course learning while the control group did not. To confirm the effects of teacher support, pre- and post- listening tests were conducted. The results of the paired t-tests demonstrated that all groups showed statistically significant improvement in their English listening ability. The results of the one-way ANOVA for the post-test revealed that autonomy support and cognitive support were more effective than emotional support in improving students' listening ability. Based on the findings, this study hopes to provide insights for EFL teachers in designing and arranging the activities in a blended course.

• Journal of the Korea Institute of Building Construction
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• v.22 no.3
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• pp.327-336
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• 2022

Due to the COVID-19 pandemic, the ratio of online education in domestic universities has rapidly increased. This research has developed a curriculum that can be blended with online education-especaally for building construction. The realities of building construction education provided by domestic universities during the COVID-19 pandemic were analyzed. It was revealed that approximately 66.1% of the education was provided online, while approximately 33.9% of the education was provided in the form of face-to-face lectures. It was thus found that the ratio of online education had rapidly increased. We developed a blended learning curriculum of building construction subjects. The curriculum focused on weekly education procedures and the contents of education for each 15-week period. The curriculum proposed by this research could be applied flexibly according to the education goals of the instructor and the learning capabilities of the students.