• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.115-126
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• 2021

The purpose of this study is to closely analyze the case of blended-learning in order to provide a diverse and flexible learning environment while maintaining the nature of face-to-face classes, and to identify the learning environment that supports blended-learning in each class step and the educational experience of students. The experience and satisfaction of blended learning were investigated in various ways: course evaluation, LMS activity evaluation, and questionnaire before and after the class. As a result, the blended-learning is better than the traditional face-to-face classes, in providing real-time feedback, opportunities for various interactions, and textual conversations, anytime and anywhere. In addition, as a result of the preliminary survey, as a measure to solve the opinion that concentration was reduced due to problems such as networks and felt uncomfortable in the communication part, the theory and lectures of the design practice class were conducted non-face-to-face. The individual Q&A and feedback were conducted face-to-face and non-face-to-face. As a result of the follow-up survey, it was found that concentration and efficiency could be improved. This opens up possibilities for active use of the online environment in design practice classes.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.317-322
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• 2020

The purpose of this study is to lay the groundwork for the operation method for correctly operating remote lectures at universities. Among the universities that started non-face-to-face classes due to 'COVID-19', college students and graduate students from some universities who conducted remote lectures through Cisco's Webex meeting were studied on how to operate the remote lecture platform. First, the requirements for lectures for remote lectures were established through the literature survey, and effective operation measures were proposed through the survey. The research method was conducted on a total of 45 college and graduate students from April 21 to May 15, 2020. The results of the study showed that the operation plan for the basic and meeting elements. Based on this study, we expect it to be used in disaster situations or classes that may occur after COVID-19. In the future, the usability evaluation of the remote class platform and the direction in which the domestic remote lecture platform should move should be presented.

• Journal of the Korea Fashion and Costume Design Association
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• v.23 no.3
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• pp.87-98
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• 2021

Due to the influence of COVID-19, many changes have been made in the education methods in universities. In respomse, this study intendsto present an efficient learning method by identifying the impact of professor images on learning immersion and the learning satisfaction of classes taught with blended learning for university students majoring in beauty at H University in Seoul. For final analysis, 232 of the 234 questionnaires administered from May 17, 2021 to June 2, 2021 were analyzed. For statistical analysis, SPSS 21.0 was utilized; frequency analysis was conducted to identify demographic characteristics, factor analysis was used to verify the research model, and regression analysis was conducted to verify the hypothesis. First, images of professors have been shown to affect learning immersion. Second, the professor image were shown to affect learning satisfaction. Third, education immersion has been shown to affect educational satisfaction. In order to overcome the limitations of online lectures in universities that suddenly began with onset of COVID-19, it is believed that students' satisfaction can be increased by applying blended learning as a way to improve the quality of classes.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.539-547
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• 2023

In recent years, university education has emphasized a learner-centered education model with a change in educational paradigm. This study aims to explore students' diverse opinions and improve the quality of education by analyzing the open-ended responses of university lecture evaluations using topic modeling. To this end, a total of 45,001 open-ended responses based on the results of lecture evaluations from 2017 to 2022 in non-metropolitan universities were divided into majors and liberal arts, and a short-form optimized Biterm Topic Modeling (BTM) analysis was conducted. As a result of the analysis, major lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward questions and discussions", "attitude toward attendance and grading", "attitude toward practical activities and presentations", and "attitude toward communication and collaboration", while liberal arts lectures were divided into "attitude toward non-face-to-face classroom experience", "attitude toward grades and evaluations", "attitude toward attendance and syllabus", "attitude toward academic knowledge and interest", and "attitude toward communication and questions". The results of this study, which analyzed various feedback from students, provide insights that can be used to compare the characteristics of majors and liberal arts courses and improve teaching and learning experiences.

• Journal of Engineering Education Research
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• v.24 no.1
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• pp.34-45
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• 2021

This research is a case study about "Critical Thinking and Debate Education" class which was done for freshmen at the engineering college of "S" Women's University. Real time remote classes through LMS and ZOOM were the most effective tools under on-line circumstances, considering the fact that video lectures only cannot cultivate students' capabilities of critical thinking and communication. Throughout the analysis on students' self-reflection journals and lecture evaluations, this paper examined considerable future points and the pros and cons of "Critical Thinking and Debate Education" under online presentation and discussion situation. As research outputs, students told they could feel less nervousness and anxiety when they exercise and have a presentation because they could choose familiar space for them. In addition, students also told that they feel comfortable about both self-feedback and peer evaluation, repeatedly seeing the recorded video clip. However, on the contrary, sometimes students felt uncomfortable due to unstable internet connection through the online classes, and they also were regretful about the missing chances of interaction between a teacher and students and of intimate exchanges among students. They also told they had felt a kind of limit of enhancing their presentation skills just in front of the monitor. Considering these outcomes, this research paper points out that online education needs to be proceeded by strengthening multi layered feedback to students with the build-up of a non-face-to-face stable educational infrastructure, application of online instructional strategy, and utilization of YouTube platform and video contents. Through this research paper, I hope the new system of encompassing on/off line "Critical Thinking and Debate Education" and effective teaching and learning method can be developed soon by strengthening the strength of online education.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.412-419
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• 2020

This study investigates the relationships among learning motivation, learning immersion, and academic achievement in college-level nursing students who give non-face-to-face online lectures. The data for this study were collected using questionnaires given to 147 students attending four-year nursing colleges at two universities. For the data analysis method, descriptive statistics, t-test, ANOVA, the Scheffe test, Pearson's correlation analysis, and multiple regression analysis were used. As a result of the study, the average motivation was 101.29±12.18 points, learning commitment was 72.02±8.03 points, and academic achievement was 31.31±4.06 points. The relationships among learning motivation, learning commitment, and adaptation to college life showed significant positive correlations. In the results of multiple regression analysis, factors influencing the academic achievements of nursing students were found to be learning motivation and learning commitment. Therefore, in order to increase academic achievement in nursing college students, it is necessary to develop a specific strategy to improve learning motivation and to develop various activities and programs to immerse students in learning.

• Journal of Internet of Things and Convergence
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• v.9 no.6
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• pp.63-73
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• 2023

The purpose of this study is to identify the level of learning flow, learning satisfaction, academic self-efficacy, academic achievement, and academic stress of nursing students who experienced non-face-to-face online lectures, and to investigate the correlation between variables and the factors affecting academic stress. The data of this study was collected from 143 students at a nursing college in Seoul, through a Google online questionnaire from September 1, 2023 to September 25, 2023, and descriptive statistics, Student's t-test, analysis of variance, Pearson's Correlation, and linear multiple regression were conducted using SPSS Statistics 25.0. Following an analysis of the difference according to general characteristics, academic stress showed significant difference according to Motivation for applying to department(F=4.465, p=.005) and Major satisfaction(F=36.499, p=.000) of the subjects. The result of analyzing the correlation academic stress was negatively correlated with learning flow (r=-.464, p<.010), academic self-efficacy (r=-.522, p<.010), and academic achievement (r=-.379, p<.010), but learning satisfaction was not correlated with academic stress. Variables affecting academic stress were major satisfaction (𝛽=.367, p<.01), learning flow (𝛽=-.186, p<.05), and academic self-efficacy (𝛽=-.241, p<.05), and the explanatory power for academic stress was 40%. The results of this study can be used as basic data for intervention programs for relieving academic stress of nursing students.

• Journal of the Korean Applied Science and Technology
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• v.39 no.4
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• pp.542-551
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• 2022

The purpose of this study is a descriptive survey research in order to grasp the relationship between learning satisfaction, self-efficacy and critical thinking of nursing students and the influence factors of critical thinking who have experienced non-face-to-face online lectures. Participants were 191 nursing students in G city. Data collection was conducted from May 2 to 30, 2022. Data were collected with structured questionnaires and analyzed using t-test, ANOVA, Pearson's correlation analysis, and multiple regression analysis. As a result of there were positive correlations between the learning satisfaction (r=.20, p=.005) and self-efficacy (r=.61, p<.001) that critical thinking. Factors affecting critical thinking of nursing college students were self-efficacy (𝛽=.66, p<.001), major of interest-very interesting (𝛽=.41, p<.001), learning satisfaction (𝛽=-.31, p<.001), Grade-third (𝛽=.26, p<.001), major of interest-interesting (𝛽=.21, p=.029), Grade-second (𝛽=.16, p<.001) and which explained 60.1% of the variance. Based on the results of this study, in order to promote critical thinking among nursing college students, it is necessary to by grade and the interest of major individual counseling and guidance. Also develop and implement various programs that can improve self-efficacy and class satisfaction.

• Journal of the Korean Society of Radiology
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• v.18 no.2
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• pp.145-151
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• 2024

Through classes conducted using the Shift+N teaching method developed by H University for students taking major courses in radiology, the factors that influence teaching methods on learning outcomes and satisfaction with major courses were identified based on a survey of students. The analysis results were described. Compared to the existing major class method, pre-study was conducted through non-face-to-face lectures in advance and face-to-face lectures were conducted for the main class. After the lecture, related keywords corresponding to the parking lot were presented and class contents related to the keywords were applied. A possible problem was presented. In the next week, we proceeded with problem solving and explaining again the difficult or insufficient parts related to the students' review. As a result, the Shift+N teaching method showed high student participation and satisfaction due to the new class progress, which is different from the existing theory major class. Based on the results of this study, in order to efficiently deliver learning content to strengthen major competencies, we must improve existing major classes and develop teaching methods tailored to major subjects to improve students' knowledge and satisfaction through more effective and innovative teaching methods. A plan must be found.

• Journal of radiological science and technology
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• v.43 no.6
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• pp.519-524
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• 2020

This study developed radiation therapy contents based on virtual reality technology and applied them to radiation students. A survey was conducted to analyze the relationship between learning effects and learning satisfaction to students who used virtual reality education videos to analyze their learning performance. 71 students radiology department were classified into two groups one that experienced virtual reality and the other that did not experienced virtual reality. We surveyed between the two groups analyzed self-directed learning, self-learning efficacy and learning satisfaction. As a result, the comparison between the two groups showed no difference between self-directed learning and self-learning efficacy. But the learning satisfaction was significant from 2.64±0.83 to 3.20±0.88 in the problem solving process for groups applying virtual reality contents. Therefore, learning satisfaction has improved experienced group virtual reality content and the materials for virtual reality education can be applied more efficiently in non-face-to-face lectures.