• Journal of Engineering Education Research
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• v.25 no.1
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• pp.22-32
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• 2022

The purpose of this study is to design and operate non-face-to-face online practice class in engineering education, and to explore students' perceptions and effectiveness of them. To this end, after developing and implementing a strategy for non-face-to-face online practice activities in the 'Introduction to Electric Circuits and Lab' course, the questionnaire responses of 47 learners were analyzed, and the group differences were investigated using Kruskal-Wallis test. As a result, it was found that students' perceptions of non-face-to-face online practice class were positive in terms of learning effect, learning convenience, interaction, and satisfaction. The group difference according to the face-to-face/non-face-to-face preference method was found to be higher in the group that preferred non-face-to-face class in terms of learning convenience, interaction and satisfaction. As for the group difference according to the number of questions and answers of the learners, the group who answered the question showed a higher awareness of the learning convenience and interaction than the group that did not. In addition, implications for designing a learning environment for non-face-to-face online practice classes were presented.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.404-413
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• 2022

As non-face-to-face classes have been adopted as an essential class method in universities after COVID-19, interest in ways to encourage student engagement is increasing. Class engagement is a prerequisite for improving the quality of education, so it is inevitably an even more important requirement in non-face-to-face classes. Therefore, this study examined the efforts and concerns based on the teaching experiences of three professors of D University, which have been operated by mixing non-face-to-face or non-face-to-face classes since 2020. As a result, both professors and students went through trial and error in the early stages of non-face-to-face classes, but over time, it was confirmed that students not only actively expressed their opinions but also voluntarily expanded the class activity. This study is meaningful in that it found the possibility that professors-led classes can develop into learner-participating classes through appropriate harmony between face-to-face and non-face-to-face and the use of various media. Data were collected through an autobiographical method.

• Journal of Christian Education in Korea
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• v.69
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• pp.139-162
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• 2022

This study verified the effect of learning motivation on immersion by non-face-to-face class method. For this purpose, 101 college students majoring in early childhood education were selected as research subjects. The average age of the study subjects was 22.6 years old, and 51 students took non-real-time non-face-to-face classes, and 50 students took real-time non-face-to-face classes. The study measured the level of immersion and the type of learning motivation after the non-face-to-face class was finished. The measured data were analyzed using descriptive statistical analysis and multiple regression analysis. As a result, in the results for all students, the performance approach goal had the most influence on immersion, and the mastery goal orientation had the next effect. Performance avoidance orientation had no effect. For students in non-face-to-face classes, performance approach goal orientation had an effect on immersion, and for students in real-time non-face-to-face classes, mastery goal orientation had an effect. The implications that can be obtained from the results of this study are as follows. First, non-real-time non-face-to-face classes should cover basic knowledge and skills so that there are no mistakes and failures. Second, non-real-time non-face-to-face classes should allow tasks with appropriate difficulty to be performed with a deadline. Third, real-time non-face-to-face classes should lower the fear of mistakes and failures.

• Journal of Information Technology Applications and Management
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• v.29 no.1
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• pp.29-45
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• 2022

The Fourth Industrial Revolution era requires people to have the ability of integrated thinking, critics, sensitivity, and creativity in an integrated manner. Therefore, teaching methods are expected to become more suitable for the trend. In this belief, current teacher-leading education method should move to students' self motivating one and consist of programs in which students voluntarily involve. In this reason, this study suggests FPBL educational method model that is combines project-based learning with flipped learning by analysing preceding research and digital painting tool class was designed by applying it. As a result of applying the designed class model to the class, all of the class satisfaction, effectiveness, and interaction were evaluated positively. Problems such as limitations of project classes due to non-face-to-face classes, large amount of learning before class, and reduced concentration during class were found. Therefore, when the FPBL class model is conducted non-face-to-face, it will be necessary to further strengthen the role of the instructor, provide lecture videos summarizing the core contents, and improve concentration by providing active participation and fun using various digital tools. The result of the study looks significant by confirming the possibility of applying FPBL model not only in design education but also other educational settings.

• Journal of Engineering Education Research
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• v.24 no.4
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• pp.52-60
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• 2021

This study designed and developed a class using review games as a way to enhance students' interest, class participation, and class comprehension in engineering theory classes, and explored their educational effectiveness. To this end, a review game strategy based on the Creative Training Technique was established and applied to three engineering theory subjects. The types of review games include Jin-jin-ga, Bingo, Challenge Golden Bell, Finding hidden terms, and Completing initial sentences. As a result of applying this review game strategy to the classes over the past decade, students' satisfaction and lecture evaluation scores significantly increased compared to before application, and it was confirmed that students' interest in and understanding of the class increased significantly. Furthermore, this gamification class strategy can be a way to increase students' participation in theory classes regardless of their major, and can be applied to non-face-to-face online classes.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.75-84
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• 2022

Currently, education is being conducted through face-to-face classes and instructional design using blended learning, an integrated online and offline model that utilizes online characteristics. As the paradigm of education has changed from face-to-face classes to non-face-to-face classes since COVID-19, teaching methods to respond to changes are required in the educational field. In this paper, as a instructional design model using online, we proposed a instructional design model that conducts online classes in non-real time and then conducts online face-to-face classes using virtual classrooms in real time. In addition, a teaching strategy that can apply the online face-to-face teaching design model using the proposed virtual class room to software classes was presented. The proposed instructional design model will be able to prepare for a paradigm shift in education with a teaching design that can accommodate the characteristics of face-to-face education online.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.05a
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• pp.592-593
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• 2021

In July of last year, the Korean version of the New Deal National Report Conference was held in the presence of the President, and the "Korean version of the New Deal Comprehensive Plan" was announced as its core strategy. In the field of education, the "Green Smart Future School" project has been included as one of the top 10 Korean New Deal projects. And last year, due to the spread of non-face-to-face classes due to COVID-19, the demand for ICT technology in front-line education sites rapidly increased. Therefore, In this paper, we examine the problems of the wireless network and wired infrastructure of the classroom in the past, and design wired network infrastructure and wireless network equipment for green smart classrooms with high-speed wireless networks that can be used for non-face-to-face and face-to-face classes, and build them in actual classrooms. An example for the following was presented.

• 제어로봇시스템학회:학술대회논문집
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• 2003.10a
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• pp.783-788
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• 2003

In this paper, we present a new approach to detect and recognize human face in the image from vision camera equipped on the mobile robot platform. Due to the mobility of camera platform, obtained facial image is small and pose-various. For this condition, new algorithm should cope with these constraints and can detect and recognize face in nearly real time. In detection step, ‘coarse to fine’ detection strategy is used. Firstly, region boundary including face is roughly located by dual ellipse templates of facial color and on this region, the locations of three main facial features- two eyes and mouth-are estimated. For this, simplified facial feature maps using characteristic chrominance are made out and candidate pixels are segmented as eye or mouth pixels group. These candidate facial features are verified whether the length and orientation of feature pairs are suitable for face geometry. In recognition step, pseudo-convex hull area of gray face image is defined which area includes feature triangle connecting two eyes and mouth. And random lattice line set are composed and laid on this convex hull area, and then 2D appearance of this area is represented. From these procedures, facial information of detected face is obtained and face DB images are similarly processed for each person class. Based on facial information of these areas, distance measure of match of lattice lines is calculated and face image is recognized using this measure as a classifier. This proposed detection and recognition algorithms overcome the constraints of previous approach [15], make real-time face detection and recognition possible, and guarantee the correct recognition irregardless of some pose variation of face. The usefulness at mobile robot application is demonstrated.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.814-825
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• 2021

This study is the result of the operation of Project-Based Leaning (PBL) conducted at S Women's University's Teaching and Learning Center. This study investigated the learning outcomes and learning satisfaction of participating learners. The questionnaire for this study consisted of a total of 28 questions on learning strategies (peer learning strategies, critical review strategies, elaboration strategies, super cognitive, and online project activities) and learning satisfaction. For the survey, 300 students (first semester: 210 students, second semester: 90 students) participated in the 2020 project-based learning. As for the pre and post questionnaire results, the average of the post questionnaires of the first and second semesters was higher than pre-questionnaires result. After taking project-based learning in the first and second semesters, the average of learning strategy and learning satisfaction improved. It was confirmed that the project activities are helpful in learning activities and increase participation in class. Based on this, it implies that in-depth PBL research in a non-face-to-face learning environment should be continued.

• 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.