• Journal of Creative Information Culture
• /
• v.6 no.3
• /
• pp.169-177
• /
• 2020

In this study, the satisfaction level of the class between 'Content utilization and task performance class' and 'real-time interactive class' was compared and analyzed among the types of online classes conducted in elementary schools. The researchers conducted a study to compare and analyze the satisfaction level of classes in 'Content utilization and task performance class' and 'Real-time interactive class', and the research group selected 98 elementary school students in Hwaseong. As a result of the analysis, the satisfaction level of classes for "real-time interactive classes" was high. The satisfaction level of students' characteristics was analyzed, students who were not good at performing their task and those who were not good at concentrating on their classes were more satisfied with 'content utilization and task performance classes.'

• The Journal of the Korea Contents Association
• /
• v.21 no.11
• /
• pp.826-839
• /
• 2021

The purpose of this study was to provide instructional implications for synchronous online learning at universities by examining variables that influence the outcome of synchronous online learning and investigating the relationships of the variables. To achieve the purpose, self-regulated learning, social presence, learning engagement and perceived academic achievement were measured by 123 university students who had taken synchronous online learning for spring semester in 2020. The collected data were analyzed through SPSS and SPSS PROCESS macro. The results were as follows. First, self-regulated learning and learning engagement significantly predicted perceived academic achievement while social presence did not. Second, self-regulated learning had a direct effect on perceived academic achievement and had an indirect effect on perceived academic achievement through learning engagement. Third, social presence did not have a direct effect on perceived academic achievement, but had an indirect effect on perceived academic achievement through learning engagement. The implications based on the results were suggested.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.355-360
• /
• 2021

COVID-19 has brought major changes to school education. Although it was attempted to guarantee students' right to learn through romote learning, the limitations of remote learning compared to face-to-face classes were clear. Nevertheless, the method of remote learning is undoubtedly a learning method that needs to be continuously developed in terms of being able to consider separated time and space and enabling learners to learn individually and autonomously. Therefore, in this study, real-time romote learning cases were analyzed at the elementary school stage, and problems in real-time remote classes were discovered and improved through teacher interviews. The problems with real-time remote classes in elementary school unit classes examined through examples are: First, that the proportion of teacher activity is high due to the anxiety of the unfamiliar environment of remote classes, and second, even though it is a real-time interactive class, it It was impossible to provide feedback. As a solution to this, it is necessary to consider the basic class steps (introduction-deployment-organization) and the use of class tools to provide appropriate communication and feedback was suggested.

• Journal of Korean Elementary Science Education
• /
• v.40 no.4
• /
• pp.433-442
• /
• 2021

The purpose of this study is to develop an artificial-intelligence STEAM program for real-time interactive online class for elementary science and to analyze its effect on science academic achievement and creative problem-solving ability. The applied unit was 'Life of plant', a 4th grade science subject with high difficulty in teaching and learning mainly by memorization. The theme of the program is 'Creating a doctor of plant artificial intelligence chatbot'. The results of this study were as follows: The program developed in this study had a positive effect on elementary school students' science academic achievement and creative problem-solving ability. Therefore, the artificial intelligence STEAM program for elementary science interactive online class is effective in improving students' scientific academic achievement and creative problem-solving ability, and further research on artificial intelligence STEAM education theory, method, and practice is required.

• Communications of Mathematical Education
• /
• v.35 no.2
• /
• pp.173-191
• /
• 2021

This study noted that a survey of teachers in a leading study conducted in Korea during the Pandemics period pointed out that the "real-time interactive" classes account for a significantly small portion of the remote class format. Contentually, the study reported cases of developing and applying "real-time interactive" class materials based on "planar decision requirements" of high school mathematics subject geometry. The teacher who participated in the development was a math teacher who worked at a Seoul-based high school with 28 years of high school teaching experience, and a teacher who was in charge of geometry in the math department in 2020. The development teacher decided to develop real-time interactive classes. In particular, the materials were developed by organizing the class guidance plan in four stages: 'Meeting and Class Guidance', 'Giving motivation', 'Suggesting tasks', 'Individual Investigative Activities and Teacher Feedback' and 'Reflection and Evaluation' which were selected through the process of selecting the class contents and selecting online class tools. At this time, the development teacher produced and presented about five minutes of video material using the videooscribe, a whiteboard animation program. And in case of task number 8, it consisted of recording the students' free thoughts after class, which served as a role of assessment by students themselves and providing feedback to their teachers. This study is a case study that introduces a series of courses in which field teachers develop class materials, and in addition to presenting class materials that can be applied directly to classes, is a result of a study that focuses on the role of presenting samples for future class data development. The materials developed were verified as class materials based on the opinions of the students who participated in the class and the results of the evaluation commissioned by the three math teachers.

• The Journal of the Korea Contents Association
• /
• v.21 no.8
• /
• pp.271-284
• /
• 2021

The purpose of this study is to explore the current status and effects of online discussion classes in universities. To this end, a survey was conducted on university students attending a total of four universities in Seoul and Gyeonggi Province to diagnose their perceptions of the operation of online discussion classes and their effects. The collected data were analyzed using frequency analysis, descriptive statistical analysis, cross-analysis, F-test, T-test, and Scheffe test by applying SPSS program. As a result of the study, first, it was found that 'non-real-time recorded lessons' and 'real-time interactive video lessons' were mainly conducted at universities after the COVID19 crisis. Second, in the online class method, 'real-time interactive video class' had a positive effect on 'debate class preference' and was found to be more meaningful. Third, college students recognized participation in online discussion classes as a foundation for expanding creative thinking skills, suggesting that strengthening through smooth communication and exchanges based on learners' sufficient cognitive processes on discussion methods and procedures is more helpful.

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

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.10 no.1
• /
• pp.137-144
• /
• 2010

Cyber lectures have been popular with students as they are more accessible. In this thesis we also created a personal identification confirmation system with RFID as it is quite difficult to confirm who is taking a lecture. In the process of developing the confirmation system, an algorithm enabling real-time identification confirmation, as well as interactive virtual questioning system, was also developed. After the computer simulation test we proved the duplex on-line lecturing system is more effective than the current one-way cyber lecturing system which does not take into consideration students with less/no degree of understanding.

• Communications of Mathematical Education
• /
• v.35 no.3
• /
• pp.341-358
• /
• 2021

Corona, which first broke out in 2020, has caused many changes in many parts of society. Education was not an exception to this change. Teachers had to prepare online classes and students were asked to participate in it without sufficient preparation. Regarding online learning, many studies, in the field of developing teaching module and material or observing the satisfaction of online class, were conducted but there was no study based on how online class is happening in school. Therefore, this study was to investigate the current situation and satisfaction of online class for high school students and explored the relationship between sub-elements of mathematics learning and the level of satisfaction of online learning. As a result, mathematics online class was generally conducted in the form of real-time interactive classes and students felt a little satisfied with it. However, some conflicting opinions were expressed on the continuation of mathematics online learning. In addition, the study found that the higher level of satisfaction students have with online class, the difference appears in the sub-elements of learning mathematics such as values of mathematics, and motivation to learn, willingness to learn mathematics, learning strategies according to the safisfactory level of online class.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.187-192
• /
• 2021

The purpose of this study is a method to discover problems and improve them by analyzing the status of software education of A primary school conducted by online class. The coronavirus infection-19(COVID-19) pandemic, which began in early 2020, has continued to delay the start of the new semester. Finally, on April 9, 2020, the first semester began with online class. While progressing non-face to face online class, most students said they had difficulties. Students solved difficulties in class with Internet searches or program hints, not teachers. In the post-class self-evaluation, most students answered that there was no increase in coding skills. To solve this problem, the school rents additional smart devices to student. schools should have real-time interactive classes. After covid 19, online class became a paradigm for classes. Therefore, software education will also require research and development of curriculum and teaching learning methods suitable for online classes.