• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.245-251
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• 2022

In the context of the pandemic, educational institutions had to ensure an instant transition to remote technological models of communication within the new conditions of the educational environment. The purpose of the academic paper lies in determining the role of the communicative model of educational transformations in the realities of (post) modernity. The research methodology is based on a survey of 120 students from 10 higher educational institutions (HEIs) of Ukraine through an online form regarding the importance of live communication during a pandemic. Results. The communicative model changed significantly during the pandemic - the interaction was mainly due to technologies. The research has identified four communication models of educational transformations under the conditions of the pandemic, depending on learning models. The first traditional model of distance learning involves distance learning; the second model involves contact remote training using remote educational technologies; the third model is blended learning, which combines remote and traditional learning formats, synchronous and asynchronous modes of interaction; the fourth model is traditional contact training. The empirical study of the effectiveness of communication models proves that live communication remains extremely important for learning and understanding of educational materials by students, and technology has provided support for such communication. Along with this, seminars and video lectures with presentations combining live communication and communication technologies are as important as digital learning tools. The most effective teaching method for mastering and memorizing educational material was a live dialogue with a teacher at seminars in ZOOM, followed by individual written assignments on the studied topic.

• Safety and Health at Work
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• v.3 no.3
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• pp.199-208
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• 2012

Objectives: Although evidence-based medicine (EBM) is a useful method for integrating evidence into the decision-making process of occupational physicians, occupational physicians lack EBM knowledge and skills, and do not have the time to learn the EBM method. In order to enable them to educate themselves at the time and place they prefer, we designed an electronic EBM course. We studied the feasibility and utility of the course as well as its effectiveness in increasing EBM knowledge, skills, and behaviour. Methods: Occupational physicians from various countries were included in a within-subjects study. Measurements were conducted on participants' EBM knowledge, skills, behaviour, and determinants of behaviour at baseline, directly after finishing the course and 2 months later (n = 36). The feasibility and utility of the course were evaluated directly after the course (n = 42). Results: The course is applicable as an introductory course on EBM for occupational physicians in various countries. The course is effective in enhancing EBM knowledge and self-efficacy in practising EBM. No significant effect was found on EBM skills, behaviour, and determinants of behaviour. After the course, more occupational physicians use the international journals to solve a case. Conclusion: An electronic introductory EBM course is suitable for occupational physicians. Although it is an effective method for increasing EBM knowledge, it does not seem effective in improving skills and behaviour. We recommend integrating e-learning courses with blended learning, where it can be used side by side with other educational methods that are effective in changing behaviour.

• Journal of Christian Education in Korea
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• v.74
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• pp.255-271
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• 2023

Purpose of study: The purpose of this study is to explore the moderating effect of learning motivation in the effect of cognitive presence on cognitive regulation. Research content and method: The subjects of this study were 160 preservice teachers who are enrolled in the Faculty of Education of a university. The survey measured cognitive control, human presence, and learning motivation. Among the collected data, learning motivation was averaged. In addition, a group with low learning motivation and a group with high motivation were distinguished. Next, this study compared the averages of cognitive control by classifying the learning motivation levels. The collected data was analyzed using a multiple regression (Stepwise) method to explore the effect of cognitive presence on cognitive control. First, multiple regression analysis was performed on the entire group. Second, multiple regression analysis was performed by dividing the group with low learning motivation from the group with high motivation. Conclusions and Suggestions: As a result of the analysis, the group with high learning motivation showed a higher level of cognitive control than the group with low motivation. In the group with high learning motivation, only content understanding among the sub-factors of cognitive presence had an effect on cognitive control. In the group with low learning motivation, all factors of cognitive presence were affected.

• Journal of Engineering Education Research
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• v.11 no.3
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• pp.12-23
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• 2008

The purpose of this study is to explore teaching and learning strategies through analyzing cases of foreign engineering education. With the analysis criteria composed of engineering education model, teaching and learning method, evaluation strategy, and technology supporting strategy, 10 foreign colleges of engineering in 5 countries were examined and analyzed. Teaching and learning strategies deduced from analysis state as follows. First of all, it need to develop engineering education models that reform should be made in systematic approach to teaching and learning, workplaces and laboratories, evaluation, technology support, etc. Secondly, the strategy for teaching and learning recommends supporting student directed learning, active learning participation, and collaboration learning by inductive learning strategies such as problem based learning, inquiry learning, project based learning, studio based learning, and blended learning. Thirdly, the evaluation strategy suggests that evaluation should be made to reflect students' learning and facilitate continuous learning based current learning results while it is necessary to build up a whole evaluation system. Finally, it is the educational technology approach for systematic engineering education that is required considering that many foreign colleges of engineering have reformed engineering education through technology supporting systems and are maximizing research and education in connection with other universities. This study is expected to contribute as preliminary data in developing further teaching and learning models and strategies for nurturing engineering students.

• Journal of Digital Convergence
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• v.11 no.12
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• pp.83-92
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• 2013

An emerging learning method, flipped learning, has gained much interest lately due to its process involving prior study followed by the students' classroom involvement, which direction matches that of the current educational policy that emphasizes self-directed learning. This study investigated the concept of flipped learning and explored ways to develop instructional design models that utilize it. Flipped learning is not a model that has been recently developed, as it uses the format of blended learning with the introduction of a new concept of prior learning that allows students to learn in advance through online lessons and video clips related with the classroom content to be covered. During class time, individualized supplementary or in-depth study is conducted on the basis of the students' prior learning. The main considerations for designing flipped learning are a flexible classroom environment, a shift in learning culture, intentional classroom content, and educators equipped with professional capability. The research proposes the development of instructional design models for flipped learning pursuant to such concept and considerations. Through this research, the concept of flipped learning can be comprehended; furthermore, flipped learning can be utilized more effectively in the teaching and learning environment.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.13 no.5
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• pp.2651-2673
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• 2019

In order to detect Denial of Service (DoS) attacks, victim-side detection methods are used popularly such as static threshold-based method and machine learning-based method. However, as DoS attacking methods become more sophisticated, these methods reveal some natural disadvantages such as the late detection and the difficulty of tracing back attackers. Recently, in order to mitigate these drawbacks, source-side DoS detection methods have been researched. But, the source-side DoS detection methods have limitations if the volume of attack traffic is relatively very small and it is blended into legitimate traffic. Especially, with the subtle attack traffic, DoS detection methods may suffer from high false positive, considering legitimate traffic as attack traffic. In this paper, we propose an effective source-side DoS detection method with traffic seasonality aware adaptive threshold. The threshold of detecting DoS attack is adjusted adaptively to the fluctuated legitimate traffic in order to detect subtle attack traffic. Moreover, by understanding the seasonality of legitimate traffic, the threshold can be updated more carefully even though subtle attack happens and it helps to achieve low false positive. The extensive evaluation with the real traffic logs presents that the proposed method achieves very high detection rate over 90% with low false positive rate down to 5%.

• Journal of Science Education
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• v.44 no.2
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• pp.240-258
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• 2020

The advances in science technology brought about a new form of learning called flipped-learning: a combination of on-line and off-line learning. A flipped learning is a form of blended learning which has become quite popular, nowadays, in the field of education. Despite the emphasis on the importance of medical humanities in medical education program, there are no effective teaching and learning models to realize the purpose of medical humanities education. This study explores the possibility of flipped-learning to apply medical humanities classes. The class was designed based on the ADDIE model consisting of five stages, analysis - design - development - execution - evaluation. In order to do 'flipped-learning,' the instructor reconstructs the purpose of medical humanities education, instructional purpose and content, and analyzed learner. The contents of the medical humanities class were structured considering the purpose of the introduction to the medical humanities in the medical education program and the competencies that medical personnel should have in the developed health care environment. The instructor produces a video of the lecture and makes it possible to use LMS (Learning Management System) before and after classes, and conducts discussion activities so that learner-learner and learner-teacher interaction could actively occur during the class. The result of applying medical humanities lesson as flipped learning is as follows: First, it can realize the essence of medical humanities education. Second, it contributes to strengthening the competencies of health care provider. Third, flip learning can be used as a new teaching strategy for medical humanities education. The result of this study is expected to suggest new ways of introduction to teaching method in the traditional medical humanities class and contribute to the practice of designing and doing flipped learning of medical humanities class in the future.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.463-470
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• 2022

The purpose of this study was to identify the effects of online practicum based on action learning on self-directed learning ability, academic self-efficacy, and cooperation ability of nursing students. Similar experimental study of single group pre-post test design was used to investigate the effects of this online class. A total of 47 nursing students who were junior grade from one college participated in this study and self-administered questionnaire was used for data collection. Data were analyzed by frequencies, paired t test using the SPSS/Window 21.0 program. The result of this study showed that the improvement after online practicum based on action learning was significant in self-directed learning ability(t=3.832, p<.001), academic self-efficacy(t=4.258, p<.001), and cooperation ability(t=3.853, p<.001). These findings imply the value of online practicum based on action learning to enhance competency of nursing students. In the future, more studies should be conducted in the same group including control group and blended learning method using action learning to validate the effectiveness.

• Journal of Agricultural Extension & Community Development
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• v.21 no.1
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• pp.35-82
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• 2014

It was main objectives to find the learners characteristics and educational effects of cyber agricultural technology courses in RDA. For the research, it was followed by literature reviews and internet based survey methods. In internet based survey, two staged stratified sampling method was adopted from cyber training members database in RDA along with some key word as open course or certificate course, and enrollment years. Instrument was composed through literature reviews about cyber education effects and educational effect factors. And learner characteristics items were added in survey documents. It was sent to sampled persons by e-mail and 316 data was returned via google survey systems. Through the data cleaning, 303 data were analysed by chi-square, t-test and F-test. It's significance level was .05. The results of the research were as followed; First, the respondent was composed of mainly man(77.9%), and monthly income group was mainly 2,000,000 or 3,000,000 won(24%), bachelor degree(48%), fifty or forty age group was shared to 75%, and their job was changed after learning(12.2%). So major respondents' job was not changed. Their major was not mainly agriculture. Learners' learning style were composed of two or more types as concrete-sequential, mixing, abstract-random, so e-learning course should be developed for the students' type. Second, it was attended at 3.2 days a week, 53.53 minutes a class, totally 172.63 minutes a week. They were very eager or generally eager to study, and attended two or more subjects. The cyber education motives was for farming knowledge, personal competency development, job performance enlarging. They selected subjects along with their interest. A subject person couldn't choose more subjects for little time, others, non interesting subject, but more subject persons were for job performance benefits and previous subjects effectiveness. Most learner was finished their subject, but a fourth was not finished for busy (26.7%). And their entrying behavior was not enough to learn e-course and computer or internet using ability was middle level as software using. And they thought RDA cyber course was comfort in non time or space limit, knowledge acquisition, and personal competency development. Cyber learning group was composed of open course only (12.5%), certificate only(25.7%), both(36.3%). Third, satisfaction and academic achievement of e-learning learners were good, and educational service offering for doing job in learning application category was good, but effect of cyber education was not good, especially, agricultural income increasing was not good because major learner group was not farmer, so they couldn't apply their knowledge to farming. And content structure and design, content comprehension, content amount were good. The more learning subject group responded to good in effects, and both open course and certificate course group satisfied more than open course only group. Based on the results, recommendation was offered as cyber course specialization before main course in RDA training system, support staff and faculty enlargement, building blended learning system with local RDA office, introducing cyber tutor system.

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.185-191
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• 2021

The purpose of this study is to develop middle school English classes using Problem-Based Learning(PBL) based on flipped learning and to examine its effects. Recently, various attempts to combine flipped learning and PBL have been made; however, many studies have not been applied to middle and high school curriculums yet. The attempt of this study is expected to have theoretical and practical significance. The instructional model was derived from the review of previous studies, and the development of instructional program followed the general design procedure(analysis-design-development-implement-evaluation), and its validity was secured with the advice of related experts. To verify the effectiveness of the program, the English academic achievement test and the English key competency test were conducted before and after the program. Changes in English academic achievement were analyzed by the paired-sample t-test, and the effect of key competency and the level of achievement test performance (high vs, low) on the pre-post score change was analyzed by the mixed effects repeated measures ANOVA. As a result of the analysis, both academic achievement and key competencies increased, and the low-level students in the pre-academic achievement test showed more improvements. In conclusion, the PBL class based on flipped learning is effective in improving the English academic achievement and key competencies of middle school students, and in particular, it is shown to be an effective teaching method for students with low academic achievement.