• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.7
• /
• pp.380-390
• /
• 2020

Cyber-university has a higher rate of dropout freshmen due to various educational factors, such as social background, economic factors, IT knowledge, and IT utilization ability than students in twenty offline-based university. These students require a different dropout prevention method and improvement method than offline-based universities. This study examined the main factors affecting dropout during the first semester of 2017 and 2018 A Cyber University. This included management and counseling factors by the 'Decision Tree Analysis Model'. The Management and counseling factors were presented as a decision-making method and weekly methods. As a result, a 'Dropout Improvement Model' was implemented and applied to cyber-university freshmen in the first semester of 2019. The dropout-rate in freshmen applying the 'Dropout Improvement Model' decreased by 4.2%, and the learning-persistence rate increased by 11.4%. This study applied a questionnaire survey, and the cyber-university students LMS (Learning Management System) learning results were analyzed objectively. On the other hand, the students' learning results were analyzed quantitatively, but qualitative analysis was not reflected. Nevertheless, further study is necessary. The 'Dropout Improvement Model' of this study will be applied to help improve the dropout rate and learning persistence rate of cyber-university.

• Journal of Digital Convergence
• /
• v.19 no.8
• /
• pp.59-73
• /
• 2021

This study purpose to empirically investigated the effects of Learning Presence perceived by university students at general universities who took Remote Classification in the first semester of 2020 on Learning Outcomes and the mediating effects of Learning Immersion. A total of 293 students were surveyed by conducting an online survey for about a month from Sep. 15, 2020, targeting college students attending general universities in Seoul and Gyeonggi-do. The results of the study are as follows: First, Learning Presence had an effect on Learning Immersion and Learning Outcomes, and Learning Immersion had an effect on Learning Outcomes. Second, Learning Immersion had a mediating effect on the relationship between Learning Presence and Learning Outcomes. This study is meaningful in that it verified the relationship between Learning Presence, Learning Outcomes, and Learning Immersion perceived by college students who took Remote Classification in COVID19 response dimension.

• Journal of Engineering Education Research
• /
• v.24 no.2
• /
• pp.20-28
• /
• 2021

In 2020, the COVID-19 pandemic has brought dramatic changes in the field of engineering education. Contrary to the traditional engineering education emphasis on content-oriented, design-based, hands-on, experimental, and field experience, most of engineering classes in 2020 had to be undertaken remotely online. However, it has not been explored how professors and students perceive about such a shift in engineering education. The aim of the current study was to investigate the perceptions of professors and students on online classes in engineering colleges during spring Semester 2020. Questionnaire data were collected from 100 professors and 4,152 students in the college of engineering. The results of this study were as following: Students were less satisfied with the online classes than professors. The online lecture method that students were most satisfied with was the recorded lecture. This is likely due to the fact that the recorded lectures can be repeated multiple times anytime, anywhere. Moreover, the experimental classes, which conventionally has more of an emphasis on the hands-on experience, also had to be conducted remotely, showing even lower satisfaction among students. Most of professors reported that the average hours they spent on preparing for online lecture increased compared to face-to-face class. Both professors and students preferred in-person exam as a desirable method of end-of-semester assessment for grading. The results of the current study have important implications for the improvement of online course environments. It is important for professors to design a structured class suitable for online education and understand the challenges students encounter during online classes. Also, professors should communicate more openly about their expectations and rubrics for class goals and assignments. Schools also needs to make effort to provide the support for the internet environment of students.

• Journal of Digital Convergence
• /
• v.18 no.10
• /
• pp.277-284
• /
• 2020

The purpose of this study was to identify the mediating effects of metacognition in the relationships between shared-leadership and resilience of the nursing students. The study subjects were 138 nursing students who participated in Team Based Learning for 6 weeks, in the first semester of 2019. Data were collected using self-reported questionnaires and analyzed using SPSS WIN 25.0 program. As a result of the study, There were statistically significant positive correlation between shared-leadership, metacognition and resilience. Also, shared-leadership affected resilience and metacognition had a partial mediating effect in the relationship between shared-leadership and resilience. The finding from this study indicate that it is necessary to develop and apply various teaching methods and intervention programs to increase shared leadership and metacognition in order to increase resilience of students in nursing colleges.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.21 no.9
• /
• pp.229-237
• /
• 2020

This study attempted to share the results of real-time online tests in online classes conducted by 33 students in the 4th grade of the department of nursing, K University, and to suggest ways to secure fairness in real-time online tests. Real-time online testing in this study utilized zoom cloud meetings. Students were invited to participate in the meeting at the same time with a desktop or laptop, including a mobile phone, and the instructor displayed a single question in real time on the screen and collected answers using private talk. Through this method, students' monitor screen, keyboard, mouse, and posture were monitored and controlled. As a result of the survey on the real-time online test, 93.8% of students answered that they were fair and satisfied overall, and 90.6% said they were willing to recommend the online test to others. In the upcoming future, remote lectures and online tests will become more active, so efforts should be made to gradually expand to other tests by developing a fairer, more systematic and easy-to-use online testing method.

• Korean Journal of School Psychology
• /
• v.18 no.1
• /
• pp.31-48
• /
• 2021

The purpose of this study was to determine whether the retention of university freshmen could be predicted using their peer relationships in a specific department. In this study, retention was defined as a student staying enrolled in their university for a certain period of time. Social relationships are formed through interaction between people, so both students' self-perceptions and others' perceptions of them must be accounted for, so we used a social network analysis that did so. We examined social networks visualizations that allowed for a rich interpretation of numerical information. Participants in this study were freshmen who enrolled in an undergraduate program in 2017, 2018, or 2019. We used the name generator method to determine how quantitative friendship network variables predicted the academic retention up to the first semester of 2020. Cox proportional hazard model analysis showed that the weighted indegree centrality with intimacy positively predicted retention. The results of this study can be used to identify and conduct interventions for students who may be likely to disenroll. However all of the students did not participate in the department, it was difficult to examine their entire peer networks. Thus, this study's results cannot be generalized because the participants are students of a specific major, so further research is needed to produce more generalizable results.

• Journal of Digital Convergence
• /
• v.19 no.7
• /
• pp.441-449
• /
• 2021

This study was conducted to identify the factors affecting the SDLA of nursing students who experienced online-class due to COVID-19. The subjects of this study were 115 nursing students who had experienced online-class due to COVID-19 for more than one semester at a university. Data were collected through online surveys from November 18 to December 1, 2020. Factors that have a statistically significant influenced on SDLA in nursing students were 'use of emotion' in emotional intelligence (β=.42, p<.001), 'control' in resilience (β=.28, p=.001), and 'objectivity' in critical thinking disposition (β=.27, p<.001), which accounted for 62.0% of the total variance. Research and intervention to improve the emotional intelligence of nursing students were constantly needed, and it is suggested that this be considered when producing educational contents.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.3
• /
• pp.633-642
• /
• 2021

This study explores the online learning experiences of Chinese foreign students in Korea by using the CQR process and method. To gather data, researchers conducted online, in-depth interviews with 15 Chinese university students in Korea who were enrolled in the spring and fall semesters in 2020. After compiling the research, the data were segmented into four domains and 13 categories, with 36 subcategories identified from among foreign students' online learning experiences. The results show that Chinese students perceived the convenience of online classes and personalized learning as its strength, but considered lowered motivation and lack of concentration as weaknesses. Also, they experienced an increase in the amount of learning, spending more time studying online, using personal learning strategies, and getting help from friends and the university's online learning system. Moreover, they experienced difficulties related to class notifications, guidance, and interactions with the instructors. Foreign students studying in Korea need their instructor's facilitation in order to understand and participate in online classes, reinforcing a student's self-directed learning ability, and need appropriate guidance and support in terms of the online class environment.

• The Journal of the Korea Contents Association
• /
• v.20 no.5
• /
• pp.37-45
• /
• 2020

The purpose of the study is to explore the perceptions or attitudes about utilizing the AWE(Automated Writing Evaluation), Grammarly in English writing. A total of 131 students who are in first grade and in beginner level participate in the study. As a research tool of the study, pre and post-surveys, pre and post-tests, and learning journals were collected and analyzed. The study was conducted for 15 weeks in the 2^nd semester of 2019. According to the results, the findings are as follows. First, the students in the study had difficulty with English grammar and found it useful to get English feedback in English writing. Next, the students showed positive attitudes toward the use of Grammarly. It was helpful for English learning and assignment performance and showed high usefulness. Finally, Grammarly's effect showed a statistically significant result between the pre and post-tests. Based on the results some suggestions are as follows. First, let the students take some time with the program to use to operate. Second, teachers have to make the students understand that AWE's feedback is not always correct. Lastly, it should be provided with teachers' feedback.

• Journal of Convergence for Information Technology
• /
• v.11 no.7
• /
• pp.118-127
• /
• 2021

This study aims to examine satisfaction of nursing students with online classes during first semester of 2020 after COVID-19 pandemic and the difference in satisfaction according to general and online-related characteristics. An online survey was conducted for all nursing students, and subsequently 627 responses were analyzed by t-test and ANOVA with SPSS WIN. Result reveals that students ability to use IT devices was above average, and most of them used laptop computers. Pre-recorded video lecture format was used the most, and improvement of online content was demanded the highest. Overall satisfaction with online classes was scored 3.0/5.0, with the highest satisfaction for anytime and anywhere learning, and the lowest satisfaction in recommending online classes to others. There were significant differences between self-evaluation on own grade, ability to use IT devices, format of online classes, and satisfaction about online classes. Through this study, it would be possible to suggest a plan to increase satisfaction of online class and basic data to establish university policy for online classes after COVID-19.