• Journal of Information Technology Services
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• v.19 no.1
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• pp.159-172
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• 2020

The purpose of this study is to examine the structural relationship among factors affecting learning engagement, satisfaction, continuance intention in China-MOOC. For this study, data were collected from 334 students who were taking MOOC classes. and structural equation model ling analyses were employed to examine the causal relationships among variables. From the results of this study, First, self-regulated learning and interaction significantly affected learning engagement. Second, interaction had direct effects on satisfaction. Third, satisfaction significantly affect continuance intention. Furthermore, satisfaction mediated relationships between interaction and continuance intention. These results imply that self-regulated learning, interaction, learning engagement should be considered for designing and implementing China-MOOC learning. Further implication are discussed in the study.

• Journal of Korean Library and Information Science Society
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• v.49 no.1
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• pp.193-214
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• 2018

This study aimed to exploratorily investigate the new roles of libraries in the era of K-MOOC. For this, potential roles were derived and categorized from former researches and practices. And to evaluate the appropriacy of those roles, two expert surveys were conducted. Panel A was comprised of 30 professors who had been running K-MOOC classes and Panel B was comprised of 30 librarians of Universities that had adopted K-MOOC. The result shows that they both agree about distinct roles of library as information provider such as licensing and providing digital contents requested from information users, while technological part, for example, recording video and audio, managing website, and providing open access, was considered inappropriate because those roles were already taken by CTLs. Also, professors agree that information literacy education is required for teachers not just for students as the speed of technological development is too swift and librarians agree that they have to equipped with core competence in preparation for upcoming change by creating added value, establishing closer relationship with various educational and technological institutes, and securing organizational flexibility.

• The Journal of the Korea Contents Association
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• v.19 no.7
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• pp.82-90
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• 2019

The purpose of this study was to analyze trends of domestic research on MOOCs(Massive Open Online Courses) for the last 10 years and provides implications for research on education and learning using MOOC. A total of 70 research papers were selected for the analysis. As a result, the research papers on MOOC in Korea have been increasing from 2012 to 2018. Of the 70 research papers, 31 were clearly indicated research subjects, and most of the research was conducted for university students. Regarding the research type, survey research(27.1%) were the most common. The predictors used in the study of MOOCs are demographic characteristics and perceived usefulness and ease of use for independent variables, satisfaction, perceived usefulness and ease of use for the mediators, usage intention and persistence for dependent variables were frequently used. Further implications were discussed for the study.

• Educational Technology International
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• v.17 no.1
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• pp.1-37
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• 2016

The purpose of this study was to develop a MOOC design model that would improve the current practice of MOOC development in Korea by specifying easy-to-use course development procedures and guiding strategies. Following Richey and Klein (2007)'s conceptual model development procedure, the first step was to perform critical review of relevant literature and observe typical MOOC development processes. As a result, the initial model was developed. The second step was to conduct the expert review with five educational technology and MOOC researchers to secure the internal validity of the model. Based on the experts' suggestions, the model was revised and once again reviewed by the same experts. This process resulted in the development of the 2^nd version of model. The third step was to carry out external validation research in order to test the effectiveness, efficiency, and usability of the model. A basic model may be confirmed or corrected based on examination of its results. Consequently, the model was elaborated as the final model. In the final model, 6 procedural phases and 9 specific steps were included. The six procedural phases are: Analysis (1st Iteration), Design, Development (Course Development), Implementation, Evaluation, and Analysis (2nd Iteration), a slight variation of ADDIE model. The specific steps include: 1) Goal Setting, 2) Environment Analysis, 3) Content Design, 4) Style Design, 5) Course Development, 6) Implementation Plan, 7) Course Implementation, 8) Summative Evaluation, and 9) Need Reflection. The study concluded with suggestions for further research and application of the MOOC design model.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.232-243
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• 2021

This study analyzed how K-MOOC was used and identify the academic achievements in higher education. The participants who completed the survey questionnaire were composed of 379 students who were in curriculum-related extra-curriculum using K-MOOC. Results show that the participation rate in individual learning activities was high, thus indicating the activities were perceived positively. In addition, students perceived positively their academic achievements of receiving, valuing, and responding in affective area, as well as synthesis and evaluation of knowledge in cognitive area. Students were also satisfied that they had no psychological burden to the credit of the course and they could take a course from another college. By contrast, platform instability, too much online content, and tedious activities in the lessons were perceived negatively. Nonetheless, the group assessment results suggested that the students taking a course related to their major had further engagement in discussions, and their academic achievement was higher. Based on the foregoing findings, the study proposed developing a subject matter with various theme, utilization plans, interaction reinforcement, and quality management by supporting instructional design strategies in order to expand the use of K-MOOC both as a general education and a major curriculum. The results obtained in this study represent baseline data that may assist in the decision making for university system and operation plan.

• Journal of Christian Education in Korea
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• v.74
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• pp.273-294
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• 2023

The purpose of this study is to use K-MOOC, which has limitations in utilization because it is centered on theory delivery, to derive tasks to activate the teaching methods of instructors, and to implement the derived tasks using the metaverse platform. to develop a prototype. According to the purpose of the study, the study was conducted as follows. First, from October 4 to November 15, 2022, a Delphi survey was conducted on 21 experts with experience of consulting, research, class development, and operation related to the K-MOOC project. Second, in order to realize the tasks in the teaching method field derived from the Delphi survey, matching with the teaching method class model elements to result of Delphi survey was applied was carried out. Finally, based on the results of expert Delphi and the elements of the class model applicable to the metaverse platform, a teaching method was developed. Through the process of the study, a total of 16 detailed items were derived for the teaching method-related tasks for the activation of K-MOOC: support strategic tasks, teaching method competency, aspect of class design, evaluation and sharing of learning outcomes. By applying the metaverse, the teaching model elements for K-MOOC revitalization were derived from four categories: self-directed repetition, individualized problem solving, practice opportunity expansion, and immediate feedback, and matched with the first 16 detailed items. A four-step teaching model was completed: course attendance (step 1), mission analysis by individual level (step 2), sharing of mission solutions (step 3), and mission evaluation and feedback (step 4). Through the results of this study, the possibility of using the metaverse as a teaching practice platform was confirmed even in terms of the introduction and development of specialized techniques.

• Proceedings of The KACE
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• 2017.08a
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• pp.149-152
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• 2017

최근 4차 산업혁명 및 인터넷 환경이 변화되면서 대학 교육환경의 빠른 변화와 산업체에 재 교육이나 온라인 교육에 있어, 교육자 중심에서 수요자 중심으로 교육환경을 바꾸고자 하는 노력을 하고 있다. 우리나라에서는 2018년부터 '한국형 나노디그리' 모델을 개발하고 한국형 무크 강좌도 확대하겠다는 계획을 밝혔다. 이에 본 논문에서는 MOOC에 대해서 알아보고 오픈소스 플랫폼(Moodle, Tao-testing, Joomla)를 활용하여 MOOC를 구축함으로서 대학교의 환경을 최소의 비용으로 강의자 및 교육자 위주의 환경에서 수요자가 원하는 교육환경으로 개선하는 방안을 제시한다.

• The Journal of the Korea Contents Association
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• v.17 no.7
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• pp.222-235
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• 2017

The purpose of this study is to analyze the perception of Korean universities' education specialists and seek direction for the development of MOOCs. To investigate this, 64 Korean university education specialists were surveyed about the educational goals of MOOCs and their perception of micro and macro issues. As a result, Korean university education specialists recognized MOOCs' educational goals as an innovation of education methods. Also, negative acknowledgment that issuance of certificates would cause confusion in the degree system, which is interpreted as a tendency to recognize MOOCs as a complementary material. On a macroscopic level, overall outlook was negative for K-MOOC. However, since K-MOOC is highly perceived to be subversive, it is necessary to discuss the possibility of using MOOCs. Accordingly, it suggested the institutional improvement for the utilization of K-MOOC and the possibility of joint development between universities.

• Proceedings of the Korea Information Processing Society Conference
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• 2016.10a
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• pp.323-326
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• 2016

웹 서비스를 기반으로 이루어진 MOOC(Massive Open Online Course)는 대규모 학습자에게 공개된 온라인 교육이다. MOOC는 교수와 학습자 사이 커뮤니티를 통해 상호 참여적으로 수업을 진행한다. 그러나 무료로 강의를 들을 수 있고 성적을 내지 않기 때문에 학습자들에게 큰 동기 부여가 되지 않아 등록하는 학습자는 많지만 수료하는 학습자는 현저히 적게 나타났다. 본 논문은 이러한 문제 해결 방안 마련을 위해 KDD Cup 2015에서 제공한 MOOC 데이터를 통해 중도 포기와 관련된 변수들을 선정하였으며, Decision Tree, KNN, Logistic Regression, Naive Bayesian, SVM, Neural Network인 6가지 머신 러닝 알고리즘을 통해 데이터 예측의 정확률을 확인하였다. 그 결과 Naive Bayesian이 89.3%로 가장 높은 정확률을 보였다. 본 연구를 통해 중도포기를 정확히 예측하며, 향후 학습자들에게 특정 동기부여의 효과로 학습을 수료하는 결과를 기대할 수 있다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2019.07a
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• pp.215-218
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• 2019

누구에게나 질 높은 강의를 무료로 수강할 기회를 제공하겠다는 MOOCs의 야심이 전통적인 교육방식에 변화를 불러일으키고 있다. 현재 대부분의 MOOCs 강의는 고등교육 수요자를 대상으로 하고 있지만 본 연구에서는 그동안 언급된 MOOCs의 장단점을 분석해서 고등학교에서 효과적으로 MOOCs를 활용할 방안을 탐구하였다. 그 결과, 전공 탐색의 기회와 학생부종합전형 활동자료로 활용하거나, 플립러닝 형태의 수업에서 강의자료로 활용하며 고교학점제의 시행에 따른 학생 선택 과목 확대에 대비하는 방안을 제안한다.