• Journal of Korean language education
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• v.29 no.2
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• pp.181-208
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• 2018

The aim of this study is to design a Real-time video Korean curriculum. Curriculum using real-time video, which is a variant of distance learning, teaches Korean to students studying in distant places through real-time video communication program. This is expected to supplement the lack of interaction in existing video classes and enable online simultaneous interaction, while increasing learning opportunities for Korean language students living in distance places. To find out the needs of the subjects for the curriculum design, this study conducted a one-on-one interview with 9 female married immigrants who are enrolled in the Cyber University which is opening a curriculum later. According to the survey, the students answered that they have a high intention of attending classes if the lack of interaction in existing distance classes are supplemented. Therefore, we could confirm the demand of a curriculum consisting of an overall real-time video education and multilateral individual connection. Also, we found out that there is a demand in performance rather than comprehension and a high demand for detailed feedback from the teacher. The result shows that the curriculum needs to establish performance-oriented contents to progress to an advanced level Korean Language, and include a study plain comprising of real-time interaction.

• Journal of the Korea Society of Computer and Information
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• v.26 no.12
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• pp.299-307
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• 2021

As the COVID-19 pandemic spread around the world, more and more universities are conducting real-time distance video lectures using ZOOM, Webex, and MS Teams. This study attempts to identify the factors influencing learner satisfaction of real-time distance video lectures. Based on the existing research, it was composed of five elements (system factor, content quality, interaction, self-direction, and learning motivation) as learner satisfaction elements of real-time distance video lectures. As a result of analyzing the structural equation model of 160 effective questionnaires by conducting a survey of college students in the metropolitan and Chungcheong areas, it was found that three factors (interaction, self-direction, and learning motivation) influence learner satisfaction. Real-time distance video lectures are expected to continue to expand in the future. Therefore, universities should continuously increase learner satisfaction through the development and evaluation of real-time distance video lecture satisfaction models.

• Educational Technology International
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• v.10 no.2
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• pp.107-125
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• 2009

This study seeks to prove three points through the research. The first point is to examine the changes of international attitudes with actual experiences using synchronous international distance learning. The second point is to examine the effectiveness of a synchronous international distance system. And the final point is to compare international attitudes among middle school and undergraduate school students in Korea and Japan. The study used the DVTS for audio and video communication tools and automatic translating chat as a text communication tool. This combination of communication tools was very effective for students from both countries to communicate for international collaborative learning activities. The study found several interesting patterns of attitude change from the results of the study. For whole category analysis, there are positive changes in four categories of international attitudes: consciousness to foreign countries, consideration for other's viewpoints, motivation for international education, and recognition for the counterpart country. However, there was no change in the nationality category.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.6
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• pp.1369-1380
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• 2011

Most existing mobile distance learning systems are asynchronous ones that allow students to download lecture video and presentation material. However, there are a few synchronous real-time mobile distance learning systems that support slide, annotation, feedback from student, and lecture video and audio at the same time. These live mobile distance learning systems have an advantage of supporting real-time interaction between students and a lecturer thereby making students understand the lecture better. But, they also have a disadvantage in the sense that they don't allow students to experience the past lecture. This problem can be solved by recording and replaying lecture session. So far, there are few mobile distance learning systems that support session recording and replay. This paper presents a synchronous mobile distance learning system that supports video and audio, slide with annotation, and real-time feedback from students, as well as session recording and replay, which is not supported by the existing mobile distance learning systems. The evaluation of the system among students shows that 61.3% of them were satisfied while 3.2% weren't.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2003.09a
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• pp.62-65
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• 2003

We propose the Distance Communication System that is not only Making Distance Learning Contents but also controlling intellectual moving object. In order to make Distance Learning Contents (Video Contents), we must follow the motion of lecturer. In the former Systems and a person operates Video-Camera because it's not enough to follow the motion, In this research and we make the systems that can match the motion of lecturer naturally. The systems use Intelligent Space software and so the systems recognize lecturer's motion automatically and order Pan/Tilt-Type Camera to follow the motion. And we made possible to operate an intellectual moving object with application of this system.

• Journal of Technologic Dentistry
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• v.42 no.4
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• pp.402-408
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• 2020

Purpose: To understand the students' level of recognition of online classes in the Department of Dental Technology and to provide the basic data for designing online classes based on the dental technology course. Methods: A survey was conducted among the students of the dental technology department. The collected data was analyzed with the SPSS ver. 25.0 program. To ensure a reliable verification, the α=0.05 significance level was used. The t-test and analysis of variance were also performed. Results: The students' level of recognition of online classes in the Department of Dental Technology is shown in the rate of recognition for video-based classes for both the theory and experiments. Students displayed high positivity with the video-based learning as it is repeated learning that is not affected by the limitations of time. In addition, video-based learning is highly beneficial in terms of convenience, satisfaction, and achievement for learning. Conclusion: Based on the results, video-based learning is a highly positive learning type for students. It was also recommended that the Department of Dental Technology should offer a post-COVID-19 online class to include the blended methods of a face-to-face class and video-based learning.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.15 no.1
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• pp.209-219
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• 2011

Most of the computer-based distance learning systems are asynchronous ones that allow students to download from the server the lecture previously given by a lecturer. While these asynchronous systems has the advantage that enable students to view the lecture with no time restriction, the study may not be effective due to the lack of support for real-time interaction between students and lecturers. Based on the student-lecturer-collaboration session model, this paper presents a collaboration session-centric synchronous distance learning system that supports real-time interaction between students and teachers, awareness information during lecture, and feedback from students. Basic feature of the proposed system include audio and video conferencing, text-based chat, and shared slide with annotation support.

• Journal of Korea Game Society
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• v.16 no.3
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• pp.109-116
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• 2016

Distance learning systems that teacher and learner(s) are located at remote have been in progress in a way that directly transfer the video and audio. To get the interest of learners and effectiveness of education or to overcome the poor network environment, various methods utilizing computer graphics in the distance learning system have been attempted. This paper describes a design and implementation of a distance learning system using 3D animation control technology based on Kinect and network game technology. Distance learning system designed and implemented in this paper is a good example of combining education and game technology. And I expect to be used at various educational contents in the future.

• Educational Technology International
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• v.18 no.2
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• pp.193-213
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• 2017

This study aimed to explore online learning profiles of in-service teachers in South Korea, focusing on video lecture and discussion activities. A total of 269 teachers took an online professional development course for 14 days, using an online learning platform from which web log data were collected. The data showed the frequency of participation and the initial participation time, which was closely related to procrastinating behaviors. A cluster analysis revealed three online learning profiles of in-service teachers: procrastinating (n=42), passive interaction (n=136), and active learning (n=91) clusters. The active learning cluster showed high-level participation in both video lecture and discussion activities from the beginning of the online course, whereas the procrastinating cluster was seldom engaged in learning activities for the first half of the learning period. The passive interaction cluster was actively engaged in watching video lectures from the beginning of the online course but passively participated in discussion activities. As a result, the active learning cluster outperformed the passive interaction cluster in learning achievements. The findings were discussed in regard to how to improve online learning environments through considering online learning profiles of in-service teachers.

• 한국디지털정책학회:학술대회논문집
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• 2004.11a
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• pp.283-294
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• 2004

Within the rapidly changing environment of global economics, the environment of higher education in the universities & companies, also, has been, encountering various changes. Popularization on higher education related to lifetime education system, putting emphasis on the productivity of education services and the acquisition of competitiveness through the market of open education, the breakdown of the ivory tower and the Multiversitization of universities & companies, importance of obtaining information in the universities & companies, and cooperation between domestic and oversea universities, industry and educational system must be acquired. Therefore, in order to adequately cope with these kinds of rapid changes in the education environment, operating E-Learning Education & company by utilizing various information technologies and its fixations such as Internet, E-mail. CD-ROMs. Interactive Video Networks (Video Conferencing, Video on Demand), CableTV etc., which has no time or location limitation, is needed.