• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.535-546
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• 2022

This study tried to explore factors for improving academic achievement in online non-face-to-face education based on the survey results of a University's online cooperative learning Q&A. Due to the Corona situation, both professors and learners can easily feel psychological isolation due to the implementation of all non-face-to-face online classes. As one of the methods, it was intended to suggest the direction of future education to various teachers and learners by sharing class cases in which the online cooperative learning methodology was applied. Previous studies on non-face-to-face online learning, online cooperative learning, and learning promotion method were reviewed, and the online Q&A method was adopted as a specific learning promotion method to conduct research. In the Q&A process, learners were given an opportunity to check their learning content, share knowledge and communicate, and performance evaluation-related factors such as guaranteeing anonymity of the questioner and answerer, improvement points system, and absolute evaluation were asked. As a result of the survey analysis, it was found that they are the success factors of online cooperative learning. It is a small change that can be applied in practice in the future where online non-face-to-face learning is likely to continue, but by sharing meaningful cases of application of teaching methodologies, both professors and learners being motivated and actively involved in. It is expected that we will be able to suggest methods and directions for improving skills together by changing and supplementing the learning field.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.45-50
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• 2021

In order for SW education to be established in the era of non-face-to-face caused by COVID-19, research on the efficiency of SW education according to face-to-face and non-face classes is needed. Therefore, this study classified the operation status of the curriculum of 30 SW gifted classes nationwide in 2020 according to the class method(face-to-face, non-face, and blended). Subsequently, the results of class time and production per person were compared and analyzed through quantitative analysis. According to the study, the type of classes that performed the most classes compared to the planned number of hours was non-face-to-face(90.9%), followed by face-to-face(84.2%) and the least was blended(80.5%). The average number of products per student was the highest in the face-to-face class(0.504), while the blended class(0.421) and non-face-to-face class(0.42). Based on the results of this study, the non-face-to-face approach is advantageous in securing the number of hours, but various measures should be prepared to solve this problem because teachers and students find it difficult to guide the output.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.413-421
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• 2021

In line with the social changes due to the Fourth Industrial Revolution, foreign countries are strengthening information education for the future of education. This study analyzed the current status of software (SW) and artificial intelligence (AI) education among different types of information education programs in elementary schools of major foreign countries, and compared them with the education provided in Korea. Compared to major foreign countries, Korea allocated very little time for software education in elementary schools, making it difficult to sufficiently cover all areas of the curriculum achievement standards. In addition, other countries recognized the importance of artificial intelligence, an important technology of the Fourth Industrial Revolution, and were providing artificial intelligence education on the basis of software education at the national level. The Korean government is also planning on providing the education at national level, but it was identified that the information education of elementary schools have many problematic issues. This study emphasized the need to establish an information curriculum for elementary schools as a way to address these issues.

• Journal of Korea Entertainment Industry Association
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• v.14 no.8
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• pp.467-476
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• 2020

The purpose of this study is as a base study for improving the quality of online classes through multilateral analysis that examines the learning outcoms of educational quality and learning emotions on non-face-to-face online classes at Technical Colleges To this study, from March 1, 2020 to August 31, 2020, a survey was conducted on 1,000 students of H Technical Colleges located in the metropolitan area. The collected data were statistically processed using the SPSS Statistics 18.0 program, t-validation were performed to reveal awareness of online class also correlation analysis and multiple regression analysis were performed to reveal the relation and influence of factors related to quality of instruction, learning emotions, learning outcomes. First, there was a statistically significant difference in perception of online classes by gender and grade. Second, there was a positive correlation between the educational quality, learning emotions, and learning outcomes for online classes. Third, among the learning outcomes, the factors that influence the achievement were the educational content and positive emotions, and the factors that influence the satisfaction among the learning outcomes were the educational content and the learning environment.

• The Journal of the Korea Contents Association
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• v.22 no.1
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• pp.431-443
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• 2022

The purpose of this study is to share and assess the experiences of the emergency remote teaching method adopted for the medical communication course at a medical school due to the COVID-19 pandemic. The standardized patients hired for this 'Emergency Remote Teaching (hereafter ERT)' course said that students' interactions with them were less enthusiastic and less realistic, However, in the one-on-one virtual practice, the students seemed to be more focused than in the existing face to face practice. There were no differences in the unit practice test scores between ERT and the face-to-face course while in the face-to-face final exam, the test scores of FTF students were statistically higher than those of the ERT students, which might have resulted from the different methodologies of teaching. Further research on the virtual medical communication course is necessary to prepare medical students for the adoption of the telemedicine which could be accelerated in the near future.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.67-68
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• 2022

본 논문에서는 온라인 비대면 교육환경에서 메타버스 플랫폼을 활용한 게임제작프로젝트의 PBL(Project-Based Learning) 교수법 운영방법을 예시를 통해 제시한다. 본 연구에서는 C 대학교 게임전공의 2, 3학년 학생들이 수강한 게임제작프로젝트 관련 수업에 게더타운 메타버스 픝랫폼을 활용한 비대면 PBL 교수법을 적용하였다. 이 수업을 위해 게더타운 플랫폼에 실제 실습실 및 작업공간과 유사한 환경을 2D 디지털 가상세계를 구축하였고, 이 플랫폼에서 오리엔테이션, 팀빌딩, 프로젝트 진행 및 피드백 등 PBL 교수법을 적용하였다. 게더타운 플랫폼을 활용한 PBL 교수법 적용 결과 최종 산출물의 퀄러티는 기존 대면으로 진행했을 때와 크게 다르지 않았음을 확인하였다.

• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.571-578
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• 2021

This study compares Online SW-based maker education in terms of self-efficacy, learning motivation, and interest after applying differently according to blended learning strategies. First, a SW maker program for blended learning was developed and applied as a live seminar-type class including real-time interactive and a support-providing class consisting of online content and Q&A. As a result of comparing the differences between students according to the two strategies divided into pre- and post- survey, in the self-efficacy part, there was a significant difference in the positive efficacy and the overall part, and in the learning motivation part, the live seminar form was significantly higher in the confidence part. In the interest part, the support-providing form showed a significantly higher average in the instrumental interest and nervous part. In order to maintain the effect of maker activities like existing face-to-face situations in Online learning, it is necessary to increase sharing time between students, an integrated learning environment, and sufficient provision of exploration time and learning materials.

• Journal of Music and Human Behavior
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• v.18 no.1
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• pp.1-27
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• 2021

The purpose of this study was to investigate how primary caregivers of children with developmental disabilities aged 6 to 18 years perceived on tele-music programs in which their children participated during COVID-19. A total of 83 caregivers who voluntarily agreed to participate in this study responded to a survey either on-line or in person and 67 questionnaires were included in the final analysis after deleting 16 incomplete responses. The results showed that tele-music programs were rated somewhat suitable for distance learning but that there was still a need for adult assistance to help children with developmental disabilities participate in the program. When comparing the perceptions of caregivers who participated in remote general education versus who participated in tele-music program, significantly higher level of program engagement and positive responses from a child were perceived with tele-music program. The caregivers who participated in tele-music program showed significantly greater willingness to participate in tele-music therapy in the future than those who did not. The findings of this study presents information on how tele-music therapy has been implemented to children with disabilities and what can be considered for the the development of a tele-music therapy program.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.1
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• pp.541-565
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• 2021

The study is aimed at designing an effective edutech platform based on online remote classes, and clarifying the effect of empathy competence of youths through the operation linked with the empathic reading program focusing on reading. To this end, after constructing the environment for education and drawing a class model based on components of edutech for remote classes on the basis of previous studies and elaborating the empathic reading education program, this study has been conducted for one semester for 107 students in 4 classes in their 1st grade at S middle school, Gyeonggi-do in order to apply them to fields. As a result of the study, the empathy reading program that a remote class model was applied has shown a meaningful difference among groups in cognitive empathy and emotional empathy, and it was found that there was a statistically meaningful difference between the two groups in total scores. Besides, the effect and meaning of adolescents' empathy competence have been verified through the remote empathy reading education and the empirical analysis, and the direction to develop the empathy reading program has been suggested for a solution to settle differences in students' learning due to COVID-19.

• Journal of Industrial Convergence
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• v.20 no.7
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• pp.37-50
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• 2022

This study intends to analyze the learning effect of asynchronous online classes used in education fields around the world after the COVID-19 pandemic. To this end, we compared and analyzed the lecture evaluation and final exam questions of the HTML5 web programming course, which was conducted offline in 2019 and asynchronously online in 2020 due to COVID-19. As a result of the analysis, no significant difference was drawn between the two teaching methods in the lecture evaluation score and final exam score. However, contrary to concerns about the application of online classes to the entire curriculum, the lecture evaluation and final exam scores of the video-based online classes were high, suggesting the possibility that online classes could be more effective than offline classes if well organized and managed in the future.