• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.173-178
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• 2021

This study aimed to understand and analyze the learners' class satisfaction and the effectiveness of synchronous online classes after COVID-19. A total of 188 learners participated in the survey conducted at the end of the Fall Semester 2020 at C University located Gyeongsangnam-do. Findings revealed that learners' satisfaction with the synchronous online classes was relatively low, and the learners had negative perception of that. Learning content have the biggest effect on the learners' class satisfaction. Next came class management and the online learning platform. Therefore, instructors need to organize learning content effectively and enhance learners' understanding considering the most influential variable, learning content so that learners are satisfied with the synchronous online classes. Also, instructors should make it possible for learners to get familiar with the online learning platform and use it without any problems through systematic and faithful class design for effective learning in unfamiliar online learning environment. In addition, instructors need to know learners' needs and difficulties and plan their synchronous online classes. This study has limitations in that it was conducted only at one college and the limited number of variables was measured.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.301-302
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• 2021

코로나로 인해 비대면 온라인 수업으로 운영된 수업환경에서 컴퓨터공학 분야의 대표적인 실습기반 교과목인 프로그래밍 수업은 학습자들에게 온라인 수업이지만 대면 수업의 실재감을 제공하는 질적 개선 방법을 모색할 필요성이 대두되었다. 본 연구는 플립러닝에 기반 한 실시간 수업을 활용하여 실습 기반 프로그래밍 수업에서 학습자의 능동적 수업 참여를 유도하고, 교수자와 학습자, 학습자와 학습자 간의 상호작용이 원활한 수업을 통해 대면 수업 수준의 실재감을 학습자에게 제공하고 학습효과를 높이고자 하였다. 적용결과, 온라인 수업에서 플립러닝 기반 수업 설계가 실습 기반 수업에 대면수업 수준의 학습 효과 및 만족도가 있었음을 조사·분석하였다.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.563-572
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• 2023

This study aimed to analyze cases of online class design by pre-service science teachers to identify the teaching strategies employed for online classes. For this purpose, the real-time online class lesson plans of 12 pre-service science teachers, who had experienced education utilizing online teaching tools for a semester, were collected and analyzed. The pre-service science teachers considered all the elements that were essential in traditional face-to-face class designs, including prerequisites, statements of learning objectives, stimulating motivation, teaching and learning methods, wrapping up, teacher-student interaction, and assessment. They devised teaching strategies that could overcome the limitations of online teaching and were not feasible in face-to-face classes for each element. Additionally, they were considering new instructional strategies tailored to the online teaching environment, such as creating a conducive environment for using online teaching tools and strategies related to checking the online teaching environment. However, for statements of learning objectives, stimulating motivation, and wrapping up, most of the pre-service science teachers predominantly utilized teaching strategies from traditional face-to-face classes, especially those involving the presentation of visual materials through online tools. Student-centered approaches were rarely implemented in stimulating motivation or wrapping up. These findings imply that one semester of exposure to the utilization of online teaching tools may be insufficient in teacher education. Thus, there is a need for a continuous and expanded educational program on the utilization of online teaching tools as part of pre-service teacher education.

• 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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.681-682
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• 2023

비실시간 온라인 수업은 학습자가 원하는 시간에 학습을 할 수 있고, 공간의 제약이 없다는 장점이 있다. 그러나 실시간으로 이루어지는 수업이 아니다 보니 수업 콘텐츠에 문제가 있거나, 설명이 부족한 부분에 대한 학습자들의 의견이 교수자에게 전달하는 것에 한계점이 존재한다. 본 논문에서는 수업 콘텐츠를 듣는 학습자들의 피드백 정보를 교수자에게 전달하는 시스템을 제안한다. 학습자에게는 온라인 녹화 수업 콘텐츠를 정지했을 시 정지 사유를 조사하고, 정지 사유와 정지한 콘텐츠의 시간 정보를 교수자에게 전달할 수 있고, 교수자에게는 학습자들의 온라인 녹화 수업 영상의 피드백 정보와 정지시간을 교수자에게 그래프로 나타내어 한눈에 수업 콘텐츠의 문제점이 많은 부분을 파악할 수 있게 해서 전달한다. 교수자는 피드백을 반영해 콘텐츠를 재업로드하여 질 높은 수업 콘텐츠로 인해 학습자들은 학업 성취도를 높일 수 있을 것이다.

• Proceedings of the Korea Information Processing Society Conference
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• 2010.11a
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• pp.421-424
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• 2010

수업역량향상을 위해 최근 각 학교별 수업행동분석실을 갖추고 있는 추세이다. 하지만 수업행동분석실은 많은 비용, 시연자와 분석자에 대한 시공간적 제약, 비효율적인 피드백 방법, 사후 자가분석 어려움 등 많은 문제가 존재한다. 본 논문에서는 온라인 수업행동분석시스템 설계를 통해 물리적 공간 설치의 비용을 절감하고 전문가 참여를 위한 시간적 제약을 극복할 수 있는 방법을 제안하였다.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.1-9
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• 2018

The purpose of this study is to examine the concepts and types of cross-cultural collaborative online learning that enhance the utilization of advanced ICT in education and contribute to the promotion of educational exchanges between countries, and suggest exchange learning design models necessary for the active introduction. For this study, previous studies related to cross-cultural collaborative online learning were examined. As a result, cross-cultural collaborative online learning is an educational method based on constructivism that explore and construct knowledge by interacting and collaborating with students, teachers, and field experts who are linguistically and culturally heterogeneous based on advanced ICT. The type of cross-cultural collaborative online learning could be divided into synchronous exchange learning centered on remote video classes and asynchronous exchange learning centered on website based tasks. A PPIE learning design model considering the characteristics of each type is presented.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.778-787
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• 2022

This study was performed to obtain basic data in relation to instructional design and teaching strategy according to instructional modes. For the purpose of this study, participants evaluated the qualities of the instructions they attended and the results of the evaluation were compared according to 4 instructional modes(content class, online real-time class, online and face-to-face mixed class, and face-to-face class). As a result of the study, there were differences in the evaluation regarding the appropriateness of the course according to instructional modes. That is, satisfaction with lecture progress was lower in the online real-time classes than in content classes, mixed classes, and face-to-face classes. As a result of the descriptive lecture evaluation analysis, in the content class type, students answered that they were satisfied with the easily understandable and interesting explanations. In the case of the online real-time classes, it was found that they were satisfied with thorough preparation and effective communication. In the mixed class type, they said they were satisfied with the systematic class and passionate lecture, and in the face-to-face classes, the pleasure of interaction and the enthusiasm of the instructor were identified as the main reasons for satisfaction. It was analyzed that the satisfaction characteristic commonly derived from the four class types was the enthusiasm of the instructor. The results of this study are expected to provide implications for instructional design and teaching strategy establishment according to each instructional mode.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.75-84
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• 2022

Currently, education is being conducted through face-to-face classes and instructional design using blended learning, an integrated online and offline model that utilizes online characteristics. As the paradigm of education has changed from face-to-face classes to non-face-to-face classes since COVID-19, teaching methods to respond to changes are required in the educational field. In this paper, as a instructional design model using online, we proposed a instructional design model that conducts online classes in non-real time and then conducts online face-to-face classes using virtual classrooms in real time. In addition, a teaching strategy that can apply the online face-to-face teaching design model using the proposed virtual class room to software classes was presented. The proposed instructional design model will be able to prepare for a paradigm shift in education with a teaching design that can accommodate the characteristics of face-to-face education online.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.591-592
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• 2020

본 연구에서는 코로나19 사태로 인해 대학교육에서 전면적으로 실시되고 있는 온라인 강의 환경에서 플립러닝의 학습효과를 규명하였다. 실시간 온라인 프로그래밍 수업에서 85명의 학습자를 대상으로 설문을 분석한 결과, 학습내용이해도에 대해서는 학습활동의 적절성이, 만족도에 대해서는 교수자지원과 학습내용의 적절성이, 역량향상도에 대해서는 교수자지원이 유의한 영향을 미치는 것으로 나타났다. 연구결과를 바탕으로 프로그래밍교육을 위한 실시간 온라인 강의에서 플립러닝 설계 및 운영 전략에 대한 시사점을 제언하였다.