• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.79-88
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• 2022

The purpose of this study was to explore which factors should be considered mainly in operating hybrid learning in which offline and synchronous online environments are integrated in elementary education. Using qualitative data through interview and so on for 8 elementary school teachers with experience in operating hybrid learning, major consideration factors were identified. Before class, it is necessary to increase the level of understanding through concrete guidance or education for what the characteristics of hybrid learning are. The redesign of the environment including hardware and software technology is considered because the foundation was not established properly so that effective operation was difficult. In particular, based on the simultaneity and interactivity between the environments, activities which learners can connect and participate in the two environments should be considered. Further, design strategies to guide the operation of teaching and learning will be developed.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.439 -447
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• 2023

This paper aims to develop a map for optimized class space using ZEP among the metaverse platforms. As a research method, the classroom space was organized so that the subject of learning became a learner, and the classroom space was modified and supplemented to optimize while being applied to elementary school computer classes. The contents of the study investigated learners' prior perception of metaverse, and compared and analyzed the advantages and disadvantages of the metaverse platform. In addition, the map was designed by reflecting the results of the survey, and after applying the map to the class, necessary APIs and apps were installed to supplement it. As a result, the learner became the subject of learning in the metaverse space, freely identified the space, and actively participated in the class. In particular, we found that students who were passive offline and those who had a low participation rate due to lack of skills participated more actively. In particular, students who were passive offline or whose participation was low due to lack of skills participated more actively. If API and JavaScript programs are added to collect log data of learners for learning analysis, real-time feedback is possible for learners, and learner feedback is possible for instructors with statistical data. If this is possible, the metaverse space can fully expect the role of a learning assistant for learners and a teaching assistant for instructors.

• The Journal of the Korea Contents Association
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• v.5 no.5
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• pp.316-324
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• 2005

e-Learning has been mushrooming with wide range of teaming groups from pedagogy to andragogy As e-teaming opportunities increase, many people raise question about whether e-teaming show positive teaming effects. The related research emphasized that e-learning would be a failure in terms of understanding of e-Learners and activating intuitive teaming activities from learner's long-term memory span. The e-teaming strategies based on the traditional classroom and resulted boring and ineffective teaming outcomes, should be changed to provide authentic and effective teaming results. This paper analyzed that how learners have received e-Learning for the last few years from the research and explained what could be the failing aspects in e-Learning. To be successful, e-loaming should consider the e-learner's individualized teaming style and thinking patterns. When considering of various e-Learning components, the quality of e-teaming should not be focused on any specific single factor, but develop every individual factor to be integrated into high level of quality. In conclusion, this paper suggest that it is needed new understandings of e-Loaming and e-Learner. Also the e-Learning strategies should be examined throughly whether they are on the side of learners and realized how they learn from e-Learning. Finally, we should add enormous imagination into e-loaming for next generation because new generation's teaming patterns significantly differ from their parent's generation.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.787-797
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• 2017

In this study, we investigated the features of using smart devices in socioscientific issues (SSI) debate classes. Twenty-seven high school students in Gyeonggi-do participated in this study. The processes of the SSI debate classes with smart devices were classified into five stages: data searching, data sharing, summary and organization of data, debate in the classroom, and online debate. Then some features at each stage were identified. It was found that they collected self-directed and in-depth data while reflecting their knowledge and experience, and selected data which were easy to understand at the stage of data searching. The specificity and validity of the evidences gathered and the clarity of the sources were improved at the stage of data sharing, although they shared more data offline than online. They organized their data by using paper rather than smart devices at the stage of summary and organization of data. Most of them failed to use the summary in debate. They argued and refuted based on concrete grounds at the stage of debate in the classroom, which raised students' interest in debate and led students to participate actively. At the stage of online debate, they were able to rearrange and review the arguments of both sides, and the participation of the students who were passive in classroom debate was enhanced. Based on these results, we suggest some effective teaching methods for SSI debate classes using smart devices.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.398-411
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• 2020

This study explored the case of non-face-to-face classes at colleges initiated in the Corona 19 environment. The scope of this study was to analyze the learning development process of the non-face-to-face class case facing the Corona 19 environment in university classrooms in terms of class and learning content, interaction, assignment activity, and teaching-learning activities. It was conducted for first-year students at H University's Early Childhood Education Department of Startup Basic Course. Study results found that, first, interest in entrepreneurship increased as learning content. Second, as a result of exploring the teaching and learning process, there is no significant difference in understanding the content or achieving learning goals. Third, the most regrettable thing about non-face-to-face teaching-learning is the lack of interaction activities. Fourth, the students finished by adapting to the new non-face-to-face teaching-learning environment. In the future, a non-face-to-face environment platform should be established, and studies that can deal with new perspectives and approaches, such as an educational interaction system including online and offline, should be continued.

• Journal of Digital Contents Society
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• v.16 no.1
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• pp.13-24
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• 2015

Online design education, started with the establishment of cyber universities in Korea in 2001, has been operated with the development of online classes for various subjects until present and is predicted to be expanded both quantitatively and qualitatively as the concept of remote education is gradually generalized along with the growth of cyber universities and the development of digital technologies. However, regardless of such quantitative growth and possibility of development, the current online design classes are operating curriculum that is not much different from that of design department at the existing offline universities, while the concepts and roles of design and designer are changing according to the stream of digital times. Moreover, although complex elements are required to be considered since online design education is influenced by digital technological trend as being a form in which digital technology, contents, and design are all combined and advantages and features of online are required to be reflected to the maximum, the reality is different from what has been expected due to many circumstances. Online design education needs to be changed in accordance with the stream of digital times and new online design curriculum suitable for the current of future digital times and online environment are required to be developed and prepared at this moment. Accordingly, this research aims to look into the concepts and roles of design and designer changing in accordance with the stream of digital times by researching the existing literatures as well as the advantages and features of online class and to analyze the current state of curriculum of digital design and related departments at cyber universities in Korea to suggest an improvement direction of curriculum of online design class suitable for the future digital times.

• Journal of Digital Convergence
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• v.19 no.12
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• pp.311-320
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• 2021

This study aims to explore the applicability of the HyFlex Learning Model as a new form of early childhood education in the post-COVID-19 era. In order to achieve the purpose of this study, first, the current challenges of early childhood education and the form of early childhood distance education in Korea were examined. Second, after examining the outline and characteristics of the HyFlex Learning Model(HLM) and the application cases of overseas institutions, in particular, the cases of applying the HLM in overseas early childhood education institutions were reviewed. Third, things to consider when applying the HLM in the field of early childhood education in Korea were derived. As a result, the HLM was investigated to be applicable not only in higher education but also in early childhood education as a model that emphasizes the learner's choice, learner-centered/directed, and activity. In order to apply the HLM to the early childhood education field in Korea, several points to be considered were proposed. Finally, the contribution of this study and further study were suggested.

• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.175-181
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• 2021

The purpose of this study is to improve and develop the quality of non-face-to-face classes according to the types of presence by analyzing the effects of teaching presence and learning presence on the learning satisfaction of the non-face-to-face classes that have been suddenly conducted due to COVID-19. For this purpose, a survey on online classes of H University in Gwangju Metropolitan City was conducted to analyze learning satisfaction, teaching presence (learning design, direct promotion), and learning presence (cognitive presence, social presence). The results of the analysis showed that the learning contents of cognitive presence, which is a sub-factor of learning presence, were understood (=.589, p<.001), the direct promotion (=.420, p<.001), and the learning design (=.397, p<.01), which are the sub-factors of teaching presence, were influential in order.This means that the suddenly changed teaching method should have an attitude to improve the intimacy between the instructor and the fellow learners with positive emotional exchange or interaction. The instructor should try to overcome the limitations of time and space through blended learning that is both online and offline for high quality learning design, but the learning medium and learning method considering the physical fatigue of the learner should be developed.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.517-524
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• 2002

The secondary science teachers' professional needs and their preference for training method between off-line and on-line education were investigated. A nation-wide survey was administered to 145 science teachers from 106 secondary schools. The respondents showed high demands on all items. The prominent need was to motivate students learning science. To the contrary. their need for learning more about history and philosophy of science was the lowest. Veteran teachers and high school teachers had higher demands on designing evaluation items, but nonveteran teachers on evaluating the effectiveness of their instruction and updating their scientific knowledge. Teachers preferred the online education as a training method for most items except laboratory activities.

• Journal of Digital Contents Society
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• v.12 no.1
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• pp.123-131
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• 2011

The purpose of this study is to discover if the use of computer technologies in computer-assisted language learning, in the aspect of vocabulary learning, is both effective and useful. The technique of using multimedia lessons, using the computer, offers a variety of language learning tasks in relation to the four basic language learning skills. Korean students have been accustomed to a cramming style of education, and they utilize rote memorization for learning vocabulary. This study consisted of surveys and experiments, using specific multimedia language learning courseware exercises on three different age groups. The study explores the issues and problems that followed, and how teachers could effectively apply or enhance their vocabulary teaching through computer-assisted multimedia which is suited for a variety of levels versus the classroom off-line vocabulary learning application which is suited to one level.