• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.487-497
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• 2012

The purpose of this study is to increase the level of learning achievement and satisfaction by developing of on-line learning instruments. This study was to investigate the relationship among learning instrumments(lecture, homeworks, on-line interaction and off-line interaction), learning achievement and learning satisfaction. This survey was conducted 226 responses of e-learning social welfare education learners. Research method used Amos 18. Result indicated that homeworks and off-line interactive instruments had a positive effect on learning achievement and satisfaction. And lecture had a positive effect on learning satisfaction, but on-line mode interaction instruments had no effect. In order to improve the effectiveness of learning, structural development of activity learning instrument is necessary. And to foster learning satisfaction, it will be necessary to increase the learning achievement.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.1-15
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• 2022

In a situation in which online classes were suddenly introduced due to COVID-19, there were many cases where learners did not properly learn science process skills that were not presented in the achievement standards for reasons such as reducing the number of class hours. It is difficult to expect positive science inquiry ability and science attitude from learners who have entered middle school without understanding the process skills. Therefore, in this study, the effect on science inquiry ability and science attitude was investigated by developing worksheets with enhanced process skills and applying it to learner-centered teaching linked online and offline. As a result, it was confirmed that there was a statistically significant positive difference between both. Based on this research, it is expected that students will pay attention to the process skills, which is the basis of science subjects, and continue to experience the process skills through learning-centered classes.

• Journal of the Korea Institute of Building Construction
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• v.12 no.4
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• pp.426-432
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• 2012

For students majoring in Architecture or Architectural Engineering, describing a building with pictures and signs is equal to expressing his/her opinion with sentences and presentations. CAD (computer aided design) is a method of describing buildings, and is used practically in architecture-related companies. Many universities prescribe CAD instruction as a compulsory subject, and ABEEK (Accreditation Board for Engineering Education of Korea) requires an introduction to CAD as a basic subject for visual expression. The Architectural Drawing and CAD class in the department of Architectural Engineering of J University is a 2-credit course, with 4 hours of lectures per week. Relative to other subjects, this is insufficient for practical study. Thus, to make up for this insufficient time, the class has adopted a Blended learning system that mixes off-line and on-line classes. The objective of this research is to introduce Blended learning, and to give a case study of the CAD class using Blended learning.

• Journal of the Korea Society of Computer and Information
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• v.18 no.8
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• pp.141-148
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• 2013

Traditional face-to-face university education has shifted its course to combine the advantages of both online and offline education in a blended-learning approach. However, there is still much that is unknown about the actual effect of blended learning, particularly it's learning outcomes in terms of cost effectiveness. This study qualitatively examines the costs and the learning outcomes of blended learning at an on-line college and off-line university. Online college level English pedagogy courses and blended with offline operations at an online university were studied across two semesters in terms of the quality of education, and both direct and indirect cost savings. Other causes for various learning outcomes and cost implications are proposed and validated.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.07a
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• pp.39-40
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• 2016

본 연구는 온라인을 활용한 범교과적 글쓰기(WAC) 수업 방안을 연구한 것으로 크게 세 가지에 초점을 두어 진행하였다. 첫째, WAC 수업은 현재 교수자와 학습자 간의 일대일 상담으로 진행되고 있다. 온라인을 통해 WAC 수업이 운용된다면 교수자와 학습자 간의 시간과 에너지를 줄여서 탄력적으로 운용될 수 있다. 둘째, 오프라인 상에서 이루어진 WAC 수업은 소규모 강좌에서 이루어져 왔다. 그러나 온라인을 통해 WAC 수업이 진행된다면 대학에서 소규모가 아닌 중규모에서 도 WAC 수업이 가능하다. 셋째, WAC 수업이 원활하게 진행되기 위해서는 글쓰기 센터가 중심이 되어야 한다. 이를 통해 교수자와 학습자 간의 선진화된 WAC 프로그램이 개발될 것이다.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.11a
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• pp.1171-1174
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• 2005

요즈음 인터넷 사용자들의 폭발적인 증가와 함께 많은 콘텐츠가 생겨났고 그중 공간의 제약이 없고 교육의 기회가 확대되는 장점으로 인해 사이버강의, 사이버대학이 생기는 등 온라인 교육이 활성화 되고 있는 추세이다. 그러나 온라인 교육은 오프라인 교육과 달리 수강자가 출석이나 시험 일정 등 자신이 수업에 관한 정보를 계속적으로 관리하지 않으면 출석미달, 과제 및 시험에 관한 정보부재로 인한 어려움이 생길 수 있다. 본 연구에서는 항상 지참하고 있는 휴대폰을 이용하여 사이버강의 등의 수업정보를 언제 어디서나 관리하여 온라인교육의 학습능률을 향상시킬 수 있는 모바일 교육시스템을 제안한다.

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.113-120
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• 2021

As a result, the interaction between personal motivation and class type is not significant. On the other hand, the interaction between social motivation and class type is significant and overall online class increases engagement with educational issues. In particular, the group with low social motivation showed greater change than the group with high social motivation, so online education seems to be more effective in the group with low social motivation. It means that by stimulating students' social motivation rather than personal motivation, the effectiveness of online education can be enhanced, and it can lead to education outcomes - behavioral changes and attitudes of learners. In order to revitalize social motivation in the intensely personal space of online, it is necessary to activate social communication methods such as SNS, and development of interpersonal issues and learning materials would be more efficient. In order to derive more specific results, it is necessary to measure the level of prior knowledge and involvement of the participants in class, and to comprehensively investigate and analyze the state of learners before and after class through more variables. Finally, in order to increase the reliability of the research results, it is necessary to clearly prove it through the establishment of a structural model.

• The Journal of Korean Academy of Sensory Integration
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• v.15 no.2
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• pp.80-92
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• 2017

Objective : The purpose of this study is to investigate the meaning of students' experience participating in the flipped learning based instruction in sensory integration, and to understand the demand and introspection of participants. Methods : This study used a phenomenological approach of qualitative study. The participants were 10 students in 3rd year of the occupational therapy program in K Univeristy. Data information was collected by one-to-one interview and analyzed through phenomenological research method. Results : Through the interview, 20 units of meaning, 8 central meanings, and 3 themes were drew. The information collected were analyzed into three themes; Learning Experiences in Online and Offline Courses, Request and Introspection of Learners on Flipped Learning. The result showed that online courses brought learners convenience and satisfaction with repeatable learning in every time and space the learner want. However, the learners appealed issues of communication and concentration due to the absence of face-to-face instruction by their instructor. For the offline courses, students showed interest in various practical classwork of sensory integration and changes in their attitude to actively engage in the practical classes. Conclusion : Flipped learning based instruction was effective for the sensory integration classes which require practice in terms of time securement and immersion in practice. The learners requested for adopting flipped learning based instruction to other subjects in occupational therapy curriculum, and introspected that they needed to actively engage in classes through the experience of flipped learning-based classes of sensory integration. The results of this study can be used as a basic resource when flipped learning classes are planned in occupational therapy education.

• Journal of Korea Game Society
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• v.14 no.1
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• pp.59-68
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• 2014

As the prevalence of mobile platforms, expanding digital content production and also increasing interest about the serious game. However, existing educational serious games are short of application of educational function and lower effectiveness that not linked with off-line education. In this paper, we developed an educational serious game 'Rice-Mimi Adventure' for children based Tablet PC. The Games are designed five steps by four elements that storytelling, playing, music and cooking. Specially, players interaction between characters should be increase their own concentration and interest. For the effectiveness verification that linked education of on/off-line, experiment to 126 students of 3,4th grade in Choenan. A result shows positive data that on/off-line linked education using Tablet PC and effectiveness of game contents applied design factors. For this work, we should find effective class and teaching method using digital contents in off-line education for children.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.85-90
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• 2018

The purpose of this study is to analyze the effect of flipped learning strategy, which is an online offline convergence learning strategy becoming a hot issue, on students' learning styles..Ultimately, the goal is to analyze the academic achievements and learning attitudes by applying the flipped learning strategy considering the preferred learning styles of Korean students. By assuming that Korean students are accustomed to traditional lecture class, it is assumed that the students would have difficulty in applying the flipped learning strategy which involves information gathering and problem solving through discussion. In order to analyze whether the application of flipped learning strategy is effective, it is necessary to identify students' preferred learning style and to develop appropriate teaching strategies accordingly.