• Journal of the Korean Society for Library and Information Science
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• v.58 no.1
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• pp.225-254
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• 2024

The study aims to understand undergraduates' and graduate students' perceptions and satisfaction with online learning platforms and to verify the relationship between usability factors and satisfaction with online courses. The literature review facilitated the summarization of major factors to be considered in the online learning platform development process and established the research model. The follow-up survey verified the perceptions of university constituents regarding the fulfillment of the university online learning platforms' user interface principles, platforms' usability, satisfaction with platforms, and satisfaction with online courses. Causal relationships between variables were tested and modeled by analyzing survey results. We also confirmed that the same model can be applied to different types of learners and various types of online learning methods. This study is significant in verifying that the fulfillment of the platforms' user interface design principles can affect satisfaction with online courses using the platforms based on learners' evaluation results. We expect that the research model proposed in this study can contribute to the improvement and development of online learning environments in the future.

• The Journal of the Convergence on Culture Technology
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• v.8 no.3
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• pp.613-621
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• 2022

The purpose of this study is to understand the transition experience from face-to-face lectures by nursing professors to non-face-to-face lectures. In this study, 17 nursing professors who have conducted non-face-to-face lectures for at least two semesters were collected through in-depth individual interviews according to the empirical phenomenological research method and analyzed according to the qualitative topic analysis method. The research results described the transition experiences of non-face-to-face lectures, focusing on the topics of change and development process according to non-face-to-face lectures, relationship with students, self-relationship, social context and sociality. In conclusion, nursing professors are expected to receive sufficient support to autonomously select non-face-to-face lectures using advanced technologies according to the trend of social change.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.483-484
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• 2022

최근 코로나 팬데믹 여파로 인해 교육계에는 비대면 수업이 빠르게 확대되고 있다. 대부분의 비대면 수업은 화상 회의 방식에 기반을 두고 있다. 하지만 최근 연구 결과에 의하면 화상 회의 방식의 비대면 수업의 경우 현장감, 수업 집중도 등의 다양한 측면에서 대면 수업보다 수업의 질이 낮다고 분석되고 있다. 그래서 본 논문에서는 비대면 수업의 질을 향상시키기 위한 VR 기반의 가상강의 시스템을 제안한다. 제안한 가상강의 시스템은 가상 강의실, 교수자 수업 기능 등의 기능을 포함한다.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2020.11a
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• pp.325-327
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• 2020

최근 비대면 원격강의의 비율이 증가하였지만 비대면 상황에서 원격으로 진행하는 강의로 인해 강의를 수강하는 학생들의 강의를 진행하는 교수와의 질문에 대한 즉각적인 상호작용과 피드백이 부족하고 교수 또한 비대면 상황에서 학생들과의 소통의 어려움으로 인해 질문에 대한 답변을 하는 것에 어려움 있다. 본 논문에서는 이러한 문제를 해결하기 위해 학생들에게 질문에 대한 즉각적인 답변을 해주고 교수에게는 질문-답변을 관리할 수 있는 인공지능 챗봇 웹 서비스를 제안한다. 웹 서비스는 강의를 수강하는 학생과 강의를 진행하는 교수로 나눠져 제공된다. 구현을 위해 Seq2Seq 모델을 활용하였고 질문-답변 데이터셋으로 학습을 하여 테스트 하였다.

• Proceedings of the Korea Information Processing Society Conference
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• 2021.11a
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• pp.352-354
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• 2021

코로나 19의 확산으로 인해 온·오프라인의 경계가 희미해짐과 동시에 비대면 형태 서비스가 확산되고 있으며, 교육 분야에서도 비대면 화상 강의와 원격수업의 적용이 일상화되고 있다. 기존의 비대면 화상 강의 시스템의 경우, 피교육자 신원확인 미흡에 따른 비인가자 접근 및 교육 방해 행위가 발생하였고, 교육내용 및 보고서 등 교육자와 피교육자 간 송·수신 내용 노출의 위험성이 있으며, 대량의 트래픽 유발에 따른 수업 방해가 가능하여 보안상의 대책이 요구된다. 본 논문에서는 기존의 비대면 형태의 피교육자 신원확인 미흡에 따른 비인가 접근 및 교육 방해 행위와 교육자와 피교육자 사이의 송·수신 내용의 위험성을 해결하고, 대량의 트래픽 유발에 따른 수업 방해에 대한 보안대책으로 블록체인 기반 DID 비대면 실습교육 플랫폼 설계를 제안한다.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.460-479
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• 2021

The crisis of the COVID-19 pandemic has caused significant changes in education systems worldwide, including in Korea. Due to COVID-19's social distancing policies, the education system was suddenly switched to distance learning, resulting in many problems in primary schools without preparation. The purpose of this study was to investigate a teacher's awareness of science education techniques, responses to issues in science classes, including inquiry activities, advantages and disadvantages, and roles after experiencing distance learning. Survey and focus interviews were conducted for primary school teachers who had previously participated in distance learning, such as online content classes and real-time interactive classes. The study findings showed three conclusions: 1) Primary school teachers conducted one-way and interactive lectures in online classes. It is vital to improve a teacher's digital literacy to improve other teaching methods such as investigation and discussion in online classes. 2) Primary school teachers acknowledged the challenges of field feedback, inquiry item preparations, and safety in inquiry activities of science classes, by providing individual experimental packages and videos and using online discussion and feedback among teacher - student and student - student interactions. 3) Primary school teachers recognized that various types of classes using IT devices and individualized learning were possible as advantages of distance learning. As for disadvantages, it was acknowledged that inquiry activities, cooperative learning, immediate feedback, and interaction among students were challenging. Furthermore, learning gaps were wider in distance learning.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.565-566
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• 2021

최근 펜데믹으로 인하여 대부분의 교육 시스템은 비대면 수업을 통해 수업이 이루어지고 있다. 하지만 비대면 강좌는 대면 강좌와는 다르게 강의자가 수강자의 수업 상태를 파악하는데 제한이 있으며 강좌 수강 태도에 대하여 수강자를 평가하기가 어렵다. 본 논문에서는 비대면 강좌에서 사용할 수 있는 방법 중에서 실시간 화상 강의 수강자의 참여도 추정 시스템을 제안한다. 이 시스템은 기존의 화상 시스템에서 사용하는 장비를 이용하여 수강자의 얼굴, 동공 및 사용자 활동을 실시간으로 측정하여 이를 강의자에게 여러 카테고리 형태로 수업 참여도 측정값을 제공한다. 이를 통해 강의자가 수업 시 수강자들의 수업 참여 여부와 수업 평가 및 향후 수업 개선점을 확인할 수 있도록 한다.

• Journal of the Korea Convergence Society
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• v.12 no.5
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• pp.109-119
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• 2021

With the coronavirus outbreak in China at the end of 2019, a global pandemic, most universities held non-face-to-face classes in the spring of 2020. One of the difficulties experienced by universities that abruptly conducted non-face-to-face education was management of the quality of education. Therefore, this study compared and analyzed how the existing indicators used to measure the quality of education in a non-face-to-face education environment changed. The results of the survey on the degree of adaptation and satisfaction of the lecture held at Handong University in the spring of 2020 were compared and analyzed with the previous data of the same lecturer. Overall, both class adaptation and satisfaction scores were found to be similar or slightly higher than before. Compared to lectures conducted by uploading recorded lectures, lectures conducted in real time had higher scores on all satisfaction survey questions. There was no significant change in satisfaction depending on the number of participants and the teacher's previous online lecture experience.

• Journal of the Korean Society of Radiology
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• v.15 no.6
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• pp.911-917
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• 2021

Severe Acute Respiratory Syndrome is being impacted worldwide by the prolonged COVID-19 situation. Due to the impact of COVID-19, domestic educational institutions have also changed their teaching methods. Domestic universities traditionally aim for face-to-face lectures, but due to the pandemic, they are conducting non-face-to-face lectures. This study aims to evaluate the effect of non-face-to-face lectures on radiology students. The subjects of this study are students of the Department of Radiology at University D in Daegu. As for the contents of the study, satisfaction with non-face-to-face lecture delivery, concentration, and comprehension was evaluated. Data analysis was performed in SPSS Ver. 26 was used, and the reliability measurement was found to be Cronbach's alpha coefficient = 0.805. In the results of this study, the satisfaction of non-face-to-face lecture delivery, concentration, and comprehension was overall high. However, satisfaction with theoretical subjects (2.08±0.88) was significantly different from that of practical subjects (2.51±1.10) (t=-9.880, p<.001). Satisfaction by grade level was highest in the first grade. As a result, it is judged that non-face-to-face theoretical lectures require more careful preparation from lecture planning than practical lectures, and further research is expected in the future.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.397-408
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• 2020

This study conducted a focus group interview with 15 college freshman from J college to find out their experiences in non-face-to-face lectures with COVID-19. The contents of the interview were recorded and conducted, and the meaning was analyzed according to the focus group interview procedure through repeated listening. Components were 'Operation of non-face-to-face lectures in unprepared situations', 'Loss of orientation in lectures and departure from learning', 'One way listening', 'The convenience of taking a lectures'. The experience of 'Operating non-face-to-face lectures in unprepared situations' included the start of mixed non-face-to-face lectures, cumbersome and inconvenient online systems, and the demand for tuition refunds. The experience of 'Loss of orientation in lectures and departure from learning' has experienced difficulty in concentrating on lectures, Deficiency in the degree of recognition of learning content, and burden of assignments and exams. The experience of 'One way listening' has experienced lack of interaction between professors and learners and non reflection of liveliness in the field. Finally, participants experienced satisfaction with being able to lectures and repeat lectures at anytime and anywhere they wanted with the convenience of taking lectures. Based on this study, participants called for improvements in the quality lecture contents and interaction between professors and learners, and it is thought that universities will need administrative and financial support and education design and system construction to construct high-quality lecture contents.