• 대한공업교육학회지
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• v.30 no.1
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• pp.106-119
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• 2005

Many problems with the offline class, which is the traditional education type in corporations or universities, were indicated and people hoped that e-learning, which is web-based instruction, would solve these problems. However, e-learning also has weak points in that it should be self-paced and media-based in many ways. Therefore, when considering the good and weak points of offline classes and e-learning, blended learning seems to be necessary. Until now, blended learning has usually been used in corporations, and there have been almost no studies on the effectiveness or management of blended learning in universities. Thus, in this study, I would like to design blended classes, manage them at the level of university classes, and verify the effectiveness of blended classes, by comparing academic achievement, student participation, and student satisfaction. The subject students who signed up for Computer & Technology at C University in 2005 were divided into three study groups: offline class, online class, and blended class. The offline class was taught using the traditional class teaching method. For the online class and the blended class, multimedia contents were developed and a different LMS was used. The results of 13 weeks of teaching are as follows. For the academic achievement in the offline, online and blended classes, there was no statistically significant difference (f=2.387, p=.096). But when comparing the average achievement, the average of the blended class was higher than that of the other classes, so that it can be said that the blended class has positive effects on academic achievement. Second, when comparing the learners' participation in the online class and the blended class, the total posts were 85 and 138 respectively, which shows a considerable difference. The hit counts for each post in the online class and the blended class are 10 and 20, respectively. Moreover, the login counts for subjects are 3 in the online class and 4 in the blended class. In the questionnaire for the students' academic satisfaction in the online class and the blended class, all of the 15 items showed higher satisfaction in the blended class. Considering all these results, if adequate media are properly combined, the blended class is better than either the pure online class or the pure offline class.

• International Journal of Advanced Culture Technology
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• v.9 no.1
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• pp.162-167
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• 2021

The aim of this paper is to analyze the development of effective online Problem-Based Learning (PBL) and Project-Based Learning (PjBL). The collaborative PBL/PjBL become one of the hot issues with the rapid growth of online learning in the era of COVID-19. Educators try to get innovative to continue instruction without sacrificing student engagement, thus adopting an instructional model of PBL/PjBL. The PBL process involves clarifying terms, defining complex problems, brainstorming, structuring and hypothesis while PjBL includes project-planning, implementation, communicating the results of a project in a presentation and evaluations with immediate individually tailored feedback within a predetermined period. Despite the differences between online and offline learning, the benefits of learning online or offline are practically the same if enough bidirectional interactions between instructors and students are possible. We argue that online qualifications are just the same as those of offline ones in PBL/PjBL models, therefore, the standards of online/offline learning are identical since education is a two-way communication.

• English Language & Literature Teaching
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• v.11 no.3
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• pp.113-137
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• 2005

The purpose of this research is to introduce a new pedagogy for developing English education in the university. It is based on the favorable results of the application of Network English, which is a method that has been used in three classes at Y University for a period of one semester. Network English is a kind of integrated teaching method of offline and online education, and can be a learner-oriented educational method. The online aspect gives learners easier access to the text, regardless of time and place. And in addition to the characteristic of online itself, the various contents in conformity with the learning ability of learners are provided in the text, in order that the learners can get and maintain a desire for study without losing their interest in English. Although the offline part is not much different from traditional classes, the offline education can complement the deficiency of the online and also offer the learners the opportunity for questions and answers. From the results of application of Network English in three classes, the students were satisfied with the method and have more interest in English, which resulted in better grades.

• Journal of Industrial Convergence
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• v.20 no.7
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• pp.37-50
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• 2022

This study intends to analyze the learning effect of asynchronous online classes used in education fields around the world after the COVID-19 pandemic. To this end, we compared and analyzed the lecture evaluation and final exam questions of the HTML5 web programming course, which was conducted offline in 2019 and asynchronously online in 2020 due to COVID-19. As a result of the analysis, no significant difference was drawn between the two teaching methods in the lecture evaluation score and final exam score. However, contrary to concerns about the application of online classes to the entire curriculum, the lecture evaluation and final exam scores of the video-based online classes were high, suggesting the possibility that online classes could be more effective than offline classes if well organized and managed in the future.

• Journal of Korean Physical Therapy Science
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• v.31 no.2
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• pp.90-104
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• 2024

Background: Hybrid learning is an educational approach that combines the teaching methods of online and lecture-style classes to compensate for each method's strengths and weaknesses. Compared to lecture-style classes, flipped learning improves overall class satisfaction and self-directed learning but is associated with lower learning motivation. It is necessary to determine whether hybrid flipped learning can solve the learning motivation problem of flipped learning by incorporating flipped learning into hybrid learning. The purpose of this study is to compare the effects of hybrid flipped learning and flipped learning on students' learning ability. Design: Cross-sectional study Methods: For students in the Department of Physical Therapy, classes were conducted using both flipped learning and hybrid flipped learning. In both learning methods, students took online classes first and participated in them every week. Flipped learning classes was conducted offline at school every week, while hybrid flipped learning alternated between live classes on YouTube and offline classes at school every other week. Results: Hybrid flipped learning resulted in significantly lower learning satisfaction and course evaluation than flipped learning, with no significant difference in grades. Conclusion: Hybrid flipped learning was able to cope with the situation well with the non-face-to-face teaching method caused by COVID-19, but it was difficult to improve learning ability because there were restrictions on activities that could interact with students. Flipped learning is a smooth offline activity that enables two-way activities between professors and students to improve learning ability, but the effect of improving test scores is still unclear.

• Journal of Digital Convergence
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• v.19 no.10
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• pp.63-73
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• 2021

Sudden implementation of online classes in higher education due to Covid19 pandemic implies a lot of worries about academic performance declining. Thus, this paper analyzed a class(CalculusI) taught 100% online which was the same as the offline class before. This class tried to maintain the same quality as the offline one by utilizing various teaching strategies. The result shows the academic achievement level was similar or higher than that of offline class, and so was the students' perception and satisfaction degree. However, this was not just the outcome of online class, but it came from the professor's well-designed teaching plan and smooth operation of the class. It implicates successful teaching methodology is more important factor than such medium difference as online or offline. This study suggests the potential of online classes after the Covid19 pandemic, and expects further studies verify the result in a lot more curricula.

• Journal of the Korea Society of Computer and Information
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• v.23 no.5
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• pp.73-78
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• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

• The Journal of the Convergence on Culture Technology
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• v.9 no.1
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• pp.169-174
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• 2023

The purpose of this study is to analyze Korean college students' perceptions of interactions and senses of community, among students, and instructors and students as they took face-to-face classes by the time students and instructors came back to the classroom. Forty-nine college students participated in the study, and all of them had experienced non-face-to-face classes during the last two years from 2020 through 2021. They responded to the revised Rovai (2002)'s Classroom Community Scale (CCS), and the data were analyzed using a frequency analysis. The findings of data analysis showed that the students positively perceived the class contents and teaching formats of face-to-face classes, in terms of understanding and concentration on the class. On the other hand, it was found out that the students would still need more time for being familiar with face-to-face classes, and their affective variables of the educational environment should be considered.

• Fashion & Textile Research Journal
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• v.18 no.6
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• pp.766-775
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• 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 the Korean association of regional geographers
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• v.5 no.1
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• pp.163-185
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• 1999

The purpose of this study is to develop the model of constructivist multimedia-assisted instruction(CMAI) and to analyze the effect of it in the secondary school geography. The main results are as follows : (1) The conceptual model of CMAI can be defined as an instruction aiming at making a person who has self-directed learning ability through constructivism and multimedia. The procedural model of CMAI based on PIDA instructional strategy is divided into four stages : prediction & explanation, inquiry activity, discussion & fixation, application & synthesis stage. (2) CMAI is typed by offline CMAI and online CMAI. that is, O/WCMAI(online CMAI by web-based courseware). Offline CMAI is subdivided into P/TCMAI(offline CMAI by presentation-based courseware) and C/RCMAI(offline CMAI by cd-rom based courseware) according to authoring tool and function. (3) Offline constructivist multimedia course-ware(offline courseware) was developed for 2 periods as the material to analyze the effect of CMAI. Offline courseware is received development level of it. (4) After offline courseware being applied to the class, the effect of it according the types of the CMAI instruction(lecture instruction, whole teaching, individualized learning, cooperative learning) was analyzed. As the result of analyzing the descriptive statistics of the level of learning achievement and instruction response, there isn't big relationship between them. As the result of analyzing the inferential statistics of the level of learning achievement, there wasn't significant difference between the types of CMAI instruction in whole student of the classes and certain students who improved their grades. But as the result of analyzing of the level of instruction response, there was significant difference between lecture instruction and other types of the CMAI instruction(whole teaching, individualized learning, cooperative learning).