• The Journal of Korean Association of Computer Education
• /
• v.10 no.4
• /
• pp.93-102
• /
• 2007

The present study is to investigate the elements of e-learning strategies affecting the levels of participation, achievement and satisfaction for learners who participated in the university blended learning environment. For this, 58 subjects were recruited who participated in the blended learning class at K university. E-learning strategies, achievement and satisfaction levels were measured for data collection, and the level of participation was measured by analyzing the LMS log-in database. For data analysis, first, means and standard deviation were computed to find the level of e-learning strategies of the subjects. Second, linear regression analysis was conducted to find the e-learning strategies that could estimate the levels of achievement, participation and satisfaction. As a result, variables to estimate the achievement level included time management strategy and overload management strategy. Variables to estimate the participation level included self-directed strategy, time management strategy and overload management strategy. Finally, variables to estimate the satisfaction level included multiple discussion management strategy, asynchronous management strategy and sociality. Based on these estimated variables, the author suggested some ideas to increase the educational effectiveness.

• 대한공업교육학회지
• /
• v.34 no.2
• /
• pp.267-285
• /
• 2009

The collaborative learning has been considered as an efficient teaching model and under the recent basic learning environment, even face-to-face classroom circumstance rapidly increases the courses of blended learning which utilize the merits of e-learning environment. Nonetheless, the study on the strategy for systematic blended learning is quite scarce. In this study, the survey was done for developing the blended learning strategy, based on the collaborative learning model at the face-to-face environment and judging the satisfaction on the courses which the model was applied to. The survey consists of demographic questions, satisfaction in the whole courses, satisfaction in the collaborative learning under the blended learning environment and satisfaction in the blended learning strategy and support tools applied to each step of the learning. The result of this study is as follows. First, in response to the question that the blended learning can complement the face-to-face classroom courses, the respondents represented average 4.09 at 5-point Likert scale. And to the question whether the collaborative learning is more efficient under the blended learning environment than the face-to-face classroom, the response corresponds to 4.06 scale on the average. Second, as for the satisfaction in the blended learning strategy and support tools applied to the each step of the blended learning, the satisfaction degree is analyzed as high as over 4.0 on the average toward all the questions. Third, regarding the support tools used for the blended learning strategy, the learners consider the tools as most helpful in order of chatting, team community, mail & note and archive. Lastly, I would like to suggest that the study result should be highly reflected in constructing the collaborative learning module of learning control system in the future.

• Educational Technology International
• /
• v.8 no.1
• /
• pp.71-90
• /
• 2007

The purpose of this study was to suggest instructional strategies applicable to Blended e-Learning. After examining how traditional universities utilized e-learning, it is attempted to have an interview with three working-level people and seven instructors, who widely applied e-learning to their classes. As a result, it is found that the instructors had some wrong understanding of e-learning, and their wrong perception was rooted in their lack of experience of providing e-learning and their reliance on fragmentary, superficial information. It deterred them from putting e-learning into active practice. Besides, it's additionally attempted to describe how blended e-learning could respectively be applied to different types of lectures, how to improve its social presence and how it could be used for evaluation

• The Journal of Korean Association of Computer Education
• /
• v.9 no.4
• /
• pp.25-34
• /
• 2006

Although the e-learning system is being introduced in elementary and secondary education, incorporating it into the regular curriculum is difficult. Other problems include the lack of sessions and connection to regular courses in realistically applying project-based learning in the regular school curriculum. Therefore. this study established, applied, and analyzed the blended learning strategy to resolve such issues. Specifically, a theoretical investigation on the concept of blended learning and IT-oriented, project-based learning was conducted. The theme for learning based on integrated courses was also selected, and the 5-stage project-based teaching and learning strategy, concretized. The concretization strategy involved discussion, role division, and alternative evaluation strategy. The class progressed in formats of on-class online, on-class offline and off-class online. As a result, students experienced inconvenience since the project only lasted for a short period of time. Nonetheless, they responded positively to the effect of project-based learning in general. This study was able to suggest the possibility of applying e learning in regular school curriculum and propose the direction for digital and learner oriented teaching.

• Proceedings of the Korea Multimedia Society Conference
• /
• 2003.11b
• /
• pp.876-879
• /
• 2003

공무원 교육훈련의 새로운 형태인 e-teaming과 blended learning이라고 부르는 통합교육에 대한 국내사례와 국외사례를 검토하고, 다양한 통합교육 형태의 모델을 제시하고, 영향요인등을 분석하여 효율적인 운영전략 방안을 모색해보고자 한다.

• Fashion & Textile Research Journal
• /
• v.18 no.6
• /
• pp.766-775
• /
• 2016

In the era of globalization and unlimited competition, Korean universities need a breakthrough in their education system according to the changing education landscape, such as lower graduation requirements to cultivate more multi-talented convergence leaders. While each student has different learning capabilities, which results in different performance and achievements in the same class, the uniform education that most universities are currently offering fails to accommodate such differences. Blended learning, synergically combining offline and online classes, enlarges learning space and enriches learning experiences through diversified tools and materials, including multimedia. Recently, universities are increasingly adopting video contents and on-offline convergence learning strategy. Thus, this study suggests a teaching method based on blended learning to more effectively teach existing pattern CAD and virtual CAD in the Apparel Pattern CAD class. To this end, this researcher developed a teaching-learning method and curriculum according to the blended learning phase and video-based contents. The curriculum consisted of 2D CAD (SuperAlpha: Plus) and 3D CAD (CLO) software learning for 15 weeks. Then, it was loaded to the Learning Management System (LMS) and operated for 15 weeks both online and offline. The performance analysis of LMS usage found that class materials, among online postings, were viewed the most. The discussion menu most accurately depicted students' participation, and students who did not participate in discussions were estimated to check postings less than participating students. A survey on the blended learning found that students prefer digital or more digitized classes, while preferring face to face for Q&As.

• Journal of Fisheries and Marine Sciences Education
• /
• v.24 no.2
• /
• pp.180-202
• /
• 2012

The purpose of this study was to extract an u-PBL support system core value and design strategy based upon field experience learning. To accomplish this the study, first of all, analyzed the core values, design strategy which was selected after needs analysis and literature review of theories and cases regarding the PBL, e-PBL, blended-PBL, Field experience learning based on ubiquitous environment, and learning model based on ubiquitous technology. This study identified the three core values as; systemic support for instructional activity, just in time support for instructional activity and support for interaction facilitation. As further research areas, it might be useful to develop u-PBL instructional support system based upon the model designed from this study. Also, research concerning the verification of the model based upon implementation of the program case might be necessary.

• The Mathematical Education
• /
• v.61 no.2
• /
• pp.257-271
• /
• 2022

As information and communication technologies are being developed so rapidly, education research is actively conducted to provide optimal learning for each student using big data and artificial intelligence technology. In this study, using the mathematics learning data of elementary school 5th to 6th graders conducting blended mathematics classes, we tried to find out what factors predict mathematics academic achievement and developed an artificial intelligence model that predicts mathematics academic performance using the results. Math learning propensity, LMS data, and evaluation results of 205 elementary school students had analyzed with a random forest model. Confidence, anxiety, interest, self-management, and confidence in math learning strategy were included as mathematics learning disposition. The progress rate, number of learning times, and learning time of the e-learning site were collected as LMS data. For evaluation data, results of diagnostic test and unit test were used. As a result of the analysis it was found that the mathematics learning strategy was the most important factor in predicting low-achieving students among mathematics learning propensities. The LMS training data had a negligible effect on the prediction. This study suggests that an AI model can predict low-achieving students with learning data generated in a blended math class. In addition, it is expected that the results of the analysis will provide specific information for teachers to evaluate and give feedback to students.

• Journal of Information Technology Applications and Management
• /
• v.14 no.2
• /
• pp.27-47
• /
• 2007

In an effort to apply IT to practices of learning, universities are trying to implement e-Learning systems and expanding the extent of their usage. Nowadays, e-Learning systems are not only used for conducting web-based distance learning, but also used for supporting traditional classes education by encouraging communication and information sharing between instructors and learners or among the learners. There is relatively lack of studies on the exploitation of e-Learning systems in the traditional classes, in comparison with a distance education. Specifically, howe-Learning systems could support the traditional class and/or which benefits e-Learning systems could offer in the classes are among the important issues. In this study, we suggest that e-Learning systems would be the rich media to communicate and exchange information among people who participate in a class. We derive key variables like media richness and media experience from Media Richness Theory and from Channel Expansion Theory. Moreover, Media usefulness and Satisfaction of a learner with e-Learning system is drawn from the literature on IS success. We examine the effects of perceived media richness, media usefulness, and media experience on leaner's satisfaction with e-Learning systems. In addition, we also investigate learner's media usefulness perception which is positively related to media richness and media experience. Finally, learner's experience with e-Learning systems affects perceived media richness. Based on the results of an empirical test. we first suggest that perceived media richness with e-Learning systems contributes to increase media usefulness and satisfaction of a learner. Second, media experience is an important predictor of media richness and media usefulness perception. Consequently, the result can support Channel Expansion Theory. Finally, media usefulness perception affects learner's satisfaction with e-Learning systems.

• Hwankyungkyoyuk
• /
• v.19 no.3
• /
• pp.1-19
• /
• 2006

The purpose of the study was to develop an environmental cyber inservice education program for middle school teacher. The blended environmental cyber inservice education program was developed, through reviewing literatures, analyzing domestic and foreign's environmental inservice education programs and e-Learning contents, and experts conference. And, Pragram validity was evaluated by environmental education experts. Program development stage was confirmed five stage: (1) foundational analysis, (2) planning, (3) design, (4) production, and (5) evaluation. The developed contents for middle school teachers were consisted of 3 domains: (1) Foundation of Environmental Education, (2) Understanding about Environment, (3) Strategy for School Environmental Education. The contents of each sessions were selected considering synthetically objectives, themes and components of environmental education and structured of 62 hours Course totally. Developed program evaluated by 8 environmental education experts according to 10 evaluation item of total contents and contents development structure. In result, it evaluated comparatively high score. Based on the results, some recommendations were suggested.