• Journal of the Korea Convergence Society
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• v.12 no.8
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• pp.105-113
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• 2021

Due to the recent coronavirus outbreak, many universities in Korea have started to implement remote education. Accordingly, the Ministry of Education has stated its plans to continuously encourage and maintain remote learning as the future innovation model for education and suggested the need for a diverse range of remote learning models. However, studies on the development of practical learning models have not been carried out actively until now. Particularly, there are not many case studies in the field of design, especially regarding mobile website development. As means to improve the newly designed practice environment, this study therefore proposes the "modoo" project that offers domain creation and online marketing services. As a result of this study, the researcher suggests the use of a mixed(blending) teaching method and realized that the effectiveness of education multiplies when project-based learning and flipped learning is combined appropriately. The research methodology was divided into two big sections, education content and operations, and the effect was evaluated using the course evaluations. The study results confirmed that the applicability will increase given that learning satisfaction levels increased by more than 5% compared to face-to-face learning.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.12
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• pp.278-290
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• 2020

This study evaluated college students' virtual academic experience due to COVID-19. Based on Colaizzi's analysis method, data from advanced interviews with 15 students were analyzed. The results were as follows. The participants showed a desire for eye-level learning, frustration on unsatisfactory academic factors, gratefulness for the factors that enhance academic satisfaction, lonely fight with the shortcomings of online lectures, and the factors predicted by COVID-19, and aim to seek balance through health care. Based on the results, the students should be prepared to learn at an appropriate academic level. Second, the change should be sought to increase delivery and concentration in class. Third, students are motivated by the professor's efforts to communicate in class and their sincerity and passion. Fourth, cooperation between professors and learners is needed to develop a sympathetic and supportive classroom atmosphere. Fifth, until the cessation of COVID-19, the principle of virtual education should persist unless there are exceptional circumstances. These results, which suggested specific ways to increase satisfaction with virtual learning lectures, can be used as basic data for establishing effective virtual teaching directions.

• Journal of Christian Education in Korea
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• v.66
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• pp.343-382
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• 2021

This study is a case study in which the interactive non-face-to-face classes using Edutech were applied to the Department of Christian Education. The subjects were 20 students from the Christian education department of A University located in the metropolitan area. The course was 'Instructional Methods and Educational Technology' in the first semester of 2020. In theory, I studied non-face-to-face classes and interaction, and edutech and interaction. Afterward, it designed and developed interactive non-face-to-face classes using edutech. The interactive non-face-to-face classes using edutech were developed as a process of applying Flipped-PBL based interactive edutech. In addition, Edutech was selected for active interaction according to the Flipped-PBL process to be carried out in a non-face-to-face situation. In particular, in the process of developing the problem of PBL, it was built around the situation of the church. As a result of applying the class, first, learners showed high satisfaction and interest in the class. Second, positive transference appeared in the space of learning and the space of living. Third, interactive non-face-to-face classes using Edutech have generated active interaction. In particular, interactive edutech and learning methods have become the main factors enabling active interaction. Through this, learners have improved learning efficiency, immersion, and satisfaction. Also, as an alternative to face-to-face classes, I was able to experience online classes. In other words, the satisfaction and interest of learning, and the transference of learning space, were also possible through active interactions generated through learning methods using interactive Edutech used in class. Furthermore, disabilities in the online communication(Internet) environment and learners' unfamiliarity with the online environment have been found as factors that hinder learning satisfaction and interaction. During learning, obstacles to the online communication environment hinder the utilization of interactive Edutech, preventing active interactions from occurring. This results in diminishing satisfaction and interest in learning. Therefore, we find that designing interactive non-face-to-face classes using Edutech requires sufficient learner learning and checking of the online communication(Internet) environment in advance for Edutech and learning methods. In response, this study confirmed the possibility by applying interactive non-face-to-face classes using Edutech to Christian education classes as an alternative method of education that allows active interaction and consistent transference of learning and life. Although it is a case study with limited duration and limitations of the number of people, I would like to present the possibility as an alternative Christian education method of an era where the direction of online classes should be presented as an alternative to a face-to-face class.

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

• Journal of the Korean Society of Radiology
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• v.18 no.2
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• pp.101-108
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• 2024

Recently, Metaverse technology has emerged as an important topic in various fields. Metaverse refers to a three-dimensional virtual space in which social and economic activities similar to the real world are possible. Among the 235 third-year students who applied the Metaversity app in the radiology department of this university from September to December 2023, 200 participated in a survey to determine the difference in student response and satisfaction when applying the Metaversity app. analyzed. First, the most satisfactory VOD viewing method was viewing through the Metaversity app, followed by viewing through the LMS. Second, 'I think online videos are appropriate for holiday reinforcement.' showed the highest score at 4.35±0.60, 'I want face-to-face classes and online classes to be held simultaneously.' was 4.25±0.87, and 'I think meta. 'I watched it well through the Metaversity app' was the lowest at 4.10±0.30, and 'VOD viewing through the Metaversity app was used appropriately in class' was the lowest at 3.99±0.75. Also, there was no significant difference in the response to the teaching method (p>0.05). Third, in terms of satisfaction with VOD viewing using the Metaversity app, 'Applying the Metaversity app was interesting and fun' ranked the highest at 4.24±0.88. The score was high, with 'Better improvement is needed to actively utilize the metaversity app' at 4.00±0.45, and 'I hope the metaversity app is implemented in other remote classes' at 3.77±0.88. appear. 'VOD classes through the Metaversity app are better than the existing LMS method.' was found to be 3.44±0.66. Additionally, there was no significant difference in satisfaction with classes according to age and gender (p>0.05). The correlation between response and satisfaction with the metaversity app is 0.601, which can be considered very significant (p>0.001). As a limitation of this study, although we surveyed students' satisfaction with using the Metaversity app, we were unable to investigate the satisfaction of instructors who interact with students. In the future, we did not consider the instructor's satisfaction in classes using the Metaversity app. Research must be conducted, and universities must have institutional support and continued interest until metaversity apps are selected and used to prepare for distance learning.

• Journal of the Korea Convergence Society
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• v.11 no.10
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• pp.31-36
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• 2020

Virtual simulation education, which is one of the methods of executing engineering education, is spreading. In general online education, only theoretical learning-centered lessons and practical training of simple small projects are conducted remotely, and it is necessary to disseminate various educational contents. Due to the spread of smart factories these days, most producers use automatic control to produce, inspect and package their products. The operation of automation equipment is controlled by using electricity, and electricity-related learning is operated in various departments. Due to the characteristics of electricity, it is difficult to learn online due to safety issues and high cost of practical equipment. In this paper, we provide a simulation-based electrical control panel distance learning model to improve the sense of accomplishment of education related to electrical training. Through the experiment of the proposed model, it was confirmed that the learning was more satisfied with the virtual simulation education than the online education using the existing equipment. It is expected that it can be used as a basic course for automation equipment education in the future.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.85-94
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• 2008

This study is to find strategies to promote distance learning effectiveness in the online learning environment. The research showed that the level of learner's perception of the structure of transactional distance was not significantly different according to sex (p>.05). There was significant correlation between the level of learner's perception of the structure and academic satisfaction(p<.01). And, the level of learner's perception of the structure and learning durability appeared to have statistically significant correlation. However there was no significant difference(p>.05) between academic achievement. Among the three subordinate factors, the course interaction organization had the most influence on the learner's academic satisfaction and the learner's learning durability was influenced the most by the content organization.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.175-185
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• 2020

The purpose of this study is to investigate the usages and problems of distance science learning and learner behavior analysis. This study established an Sixteen-weeks period of experimental treatment from March to June 2020, and the students who participated in the study formed a research group of 128 students in 2nd grade of their advanced classes who are attending the second semester of B university of education and taking courses in 'teaching research 1'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. The results of the study were as follows. First, The students who took science learning remotely liked using the university's LMS system. Second, it was not efficient for the faculty member's scientific data presentation to operate smoothly in the online system. Third, it is necessary to set various educational platforms as a standardized platform. Looking at the pros and cons of various platforms may vary depending on the suitability of education, but if the LMS system, which is a professional teaching support method, is upgraded to meet the needs of learners, the satisfaction of higher instructors and learners will be higher.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.05d
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• pp.772-775
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• 2002

초고속 인터넷의 확산으로 인해 교육시스템이 서서히 바뀌어가고 있다. 칠판과 책, 노트, 펜을 이용한 수업이 빔 프로젝트와 컴퓨터를 통한 수업으로 대체되어가고 있고, 나아가 인터넷을 이용한 사이버 교육시스템이 점차 확산되고 있다. 사이버 교육을 통해 공간의 제약성을 무너뜨리고, 교통비와 이동 시간 등을 절약할 수 있을 뿐만 아니라 다운로드한 강의 자료를 Off-Line 상에서 반복 학습 할 수 있다는 커다란 장점이 있다. 이런 사이버 원격 교육에는 크게 3가지의 데이터, 즉 음성, 화상 및 판서 데이터가 있는데, 본 논문에서는 이 데이터들을 어떻게 하여 효율적으로 데이터를 관리할 수 있는 지, 그리고 강의 자료를 제작시 어떻게 하여 강의 제작 및 수정이 용이할지에 대해 그 구현 방안을 제안한다.