• Journal of the Korean Geographical Society
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• v.48 no.5
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• pp.686-708
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• 2013

The goal of this investigation is to examine the matter as to how various cyberpolitical activities such as on-line civic participation, cyber parties, development and movement of civil society networks are appeared in cyberspace; and how political activities in cyberspace are associated with offline environment. This research was based on in-depth and open-ended interviews centering around 20s (32 interviewees) and the major results are as in the following. First, in terms of on-line civic participation, searching political issues occur in places, where internet users can access information easily relatively, and creating or reconstructing political information is identified in places giving stability or affinity to the public society. Second, even though each party's homepage for the channel of cyber parties has enough capacity as bridgespace, which takes charge of supporting f lows of people, goods, capital, and ideas, most of them don't play a role to establish virtual or real networks. Exceptively, cyber parties contribute to make temporalized places, where nobody takes the responsibility, somewhat. Third, the development and movement of civil society networks is divided into several segments according to political interests and tendency in online; furthermore, such a cyberpolitical activity influences human networks and the decision of major places for political activities in offline.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.69-78
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• 2015

This study aims to analyze differences in the social presence of instructor by instructor's social intervention, the effects of the social presence of instructor on learning satisfaction, and learner characteristics related to the social presence of instructor. Data including subjects' demographic information, interactions, social presence of instructor, social presence of the course, and learning satisfaction were collected from 119 adult learners in an online university in Korea. The main findings of this study are as follows. First, the social presence of instructor was higher in the higher-aged group or active group on intranet message board than the lower-aged group or inactive group on the board. Second, instructor's social intervention increased the level of perceived social presence of instructor. However, the active group on the board has shown the highest level of perceived social presence of instructor, without instructor's social intervention. Third, there was a high correlation between instructor's social intervention and the social presence of instructor, while the variables affecting learning satisfaction were the social presence of instructor and social presence of the course. From the results of this study, it is suggested that instructors' social interventions be provided systematically for those who are not active in social interaction to enhance their learning satisfaction.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2007.11a
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• pp.367-378
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• 2007

기업이나 단체는 고객과의 관계형성 강화와 충성도를 높이기 위해 온라인 커뮤니티를 조직 차원에서 활성화하고 있고, 개인들은 사회 연결망(social network) 강화를 위해 개인의 관심사${\cdot}$가치${\cdot}$흥미${\cdot}$문화 등에 따라 특정 온라인 커뮤니티 사이트를 통해서 다양한 정보 획득과 구성들 간의 관계를 형성해 가고 있다. 이러한 추세에 힘입어 온라인 커뮤니티 사용자들은 상호작용성을 높이기 위해 아바타를 커뮤니케이션의 전달매체로 활용하는 경향이 있다. 본 연구는 아바타가 웹사이트 간 신뢰전이에 어떻게 영향을 미치고, 아바타 유무와 아바타 유형에 따라 신뢰전이가 어떤 차이가 나는지를 실증분석을 통해 검증하였다. 첫째, SERI와 SERI 포럼 사이트간에 신뢰전이가 부분적으로 발생하고 있으며, SERI 포럼 내에서는 변수들간의 모든 가설이 모두 유의하게 검증되었다. 둘째, 아바타 유형에 따라 SERI와 SERI 포럼 사이트간에 신뢰전이가 발생하는데 차이가 나타났다. 셋째, 모(母) 사이트의 신뢰는 자(子) 사이트의 품질요인과 포럼활동 만족도에 직${\cdot}$간접적으로 일부분 영향을 미쳤다. 다만, 중개자 신뢰는 시스템신뢰에는 유의한 영향을 주지 못하며, 피드백 메커니즘은 정보 품질과 시스템품질에 유희한 영향을 주지 못한다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.125-126
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• 2021

본 연구는 대학교육에서 학습자 주도수업에 대표적으로 활용되는 PBL-교수학습방법을 SNS기반 온라인 플랫폼에서의 과제수행을 통해 해결하는 PBL-수업모형을 개발하는 것을 목표로 한다. 이를 위해 선행연구 및 이론탐색을 통해 PBL-수업설계에 대한 선행연구를 고찰하고, 적용 가능한 수업모형 및 교육내용을 선정하여 기초내용을 구성한 후 3인의 교육공학 전문가와 5인의 대학교수를 대상으로 FGI 인터뷰 방법을 통하여 연구결과를 도출한다. 과거 PBL-교수학습방법을 적용한 수업설계 들이 모의수행이나 발표 후 토론에 한정되었던 것에 반해 본 연구에서는 SNS기반 온라인 플랫폼에 직접 적용하는 매체제작 및 커뮤니티 활동을 포함하는 수업활동이 도출 되었으며, 실행 가능한 수업모형 개발을 위해 대상자 인터뷰와 분석을 통해 이를 위한 교수학습방법을 설정할 것이다. 본 연구를 통해 제시될 SNS기반 온라인 플랫폼을 활용한 PBL-학습모형은 이후 고등교육기관의 교수학습모형 개발을 위한 기초자료로 활용될 것이다

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.99-111
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• 2021

This study confirms whether interaction and satisfaction between educators and learners can be repeated as artistic activities in art education and compares online and offline differences. And it suggests ways to enhance the effectiveness of online art education. As a method of research, literature analysis shall be conducted on art education, educational and social interaction, satisfaction, and behavioral intent. Two surveys were conducted on online and offline education for music and art students who completed art education lectures. As a result, 89 online and 56 offline students participated. The higher the satisfaction level of educational and social interaction in art education, the more it led to artistic activities. Educational interaction in online art education was higher, social interaction was lower, and it was different from offline.

• Journal of Korean Home Economics Education Association
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• v.32 no.4
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• pp.149-170
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• 2020

The purpose of this study was to develop and evaluate a Smart learning-based middle school home economics education plan to improve the online home economics education classes. The educational plan in this study was completed through the process of analysis, design, development, and evaluation. The results of this study are as follows. First, as a result of analyzing consumer life units in the middle school textbooks based on 2015-revised curriculum, Smart learning activities were presented in only two out of the 12 textbooks analyxed. Second, a Smart learning-based middle school home economics education plan was developed in this study with the following characteristics: the topics and contents are structured so that to help learners actively engage in the teaching and learning activities; the education plan to reflects various media and current issues that learners may be interested in; the lesson plans were structured with the premise of online classes; softwares that enable real-time discussion and collaboration are used; and the evaluation method are composed of online activities. Third, the expert evaluation scores for the educational plan and activity materials developed were 4.52 (5-point Likert scale), when averaged across subject, goal, content, teaching/learning activity, and evaluation, and the overall content validity index(CVI) was 0.95. The adequacy of execution, benefit, attractiveness, usefulness, and feasibility were highly with an average of 4.62. Based on the experts' comments, the education plan and activity materials were revised and completed. This study is meaningful in that it developed teaching and learning activities based on online classes after the COVID-19 outbreak, overcoming the limitations of offline classes. It has implications for face-to-face home economics classes due to COVID-19, as it suggests ways to blend online and offline teaching/learning activities depending on the situation.

• 한국디지털정책학회:학술대회논문집
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• 2006.12a
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• pp.367-375
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• 2006

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.409-421
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• 2009

As the use of Internet becomes popular along with the rapid progress of digitalization, educators increasingly pay attention to online education as a method to complement the current educational system. Especially the Online Learning Community(OLC) has been successfully utilized for teacher education in many advanced countries including the U.S.A.. Considering such trend, this research analyzed representative cases which used the OLC for teacher education in the U.S.A. and explored major factors for successful construction and management of the OLC. Among various cases, five OLCs operated by universities and research institutes were selected, and special aspects of these OLCs were compared and analyzed. On the basis of the five case studies, this research suggested ten factors to be implemented for the successful construction and management of the OLC for teacher education.

• Journal of Digital Convergence
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• v.20 no.1
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• pp.33-39
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• 2022

This study aims to investigate the online class preference depending on students' gender and school level. To achieve this aim, the study conducted a survey on 4,803 elementary, middle, and high school students in 17 regions nationwide. The valid data of 4,524 were then analyzed using the Apriori algorithm to discern the associated patterns of the online class preference corresponding to their gender and school level. As a result, a total of 16 rules, including 7 from elementary school students, 4 from middle school students, and 5 from high school students were derived. To be specific, elementary school male students preferred software-based classes whereas elementary female students preferred maker-based classes. In the case of middle school, both male and female students preferred virtual experience-based classes. On the other hand, high school students had a higher preference for subject-specific lecture-based classes. The study findings can serve as empirical evidence for explaining the needs of online classes perceived by K-12 students. In addition, this study can be used as basic research to present and suggest areas of improvement for diversifying online classes. Future studies can further conduct in-depth analysis on the development of various online class activities and models, the design of online class platforms, and the female students' career motivation in the field of science and technology.

• Journal of Digital Convergence
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• v.14 no.10
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• pp.25-32
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• 2016

The current research was to investigate the effects of discussion activities based on Havruta style on elementary school students' social studies communication skills. For this purpose, we examined a comparative study between 5th grade students and other students of partner schools. As research results, first, online classes using video conference equipment and smart devices will enhance the students' interest and participation in class. Second, the Havruta style helps students not only acquire and internalize knowledge by themselves through the course of reciprocal questions and discussions but also improve presentations and participations. Third, it is necessary not only to draft a new lesson plan and to reconstruct the education process for video and online classes but also to develop the classes with a lesson plan after preparations and discussions with colleague teachers; the process of reflection, such as writing a lesson research journal, has a positive effect to improve the quality of cooperative classes. Fourth, using SNS discussion activities to serve as a complementary activity is good, and two teachers can evaluate each of the students' achievement. It is necessary to have a sufficient number of schools where video and online cooperative learning is possible with video equipment provided. To maximize the effect of video and online classes, various studies and teacher trainings are needed. Education office needs to provide a server that enables students in small and large classes to freely engage in cooperative learning.