• Journal of Information Processing Systems
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• 제20권1호
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• pp.105-115
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• 2024

The hybrid teaching approach of "MOOC + SPOC + Flipped Classroom" overcomes the constraints of time and space that are typically associated with traditional teaching methods, thus compensating for the shortcomings of traditional approaches. These changes in education are driven by the "Internet+" wave and the growing popularity of online teaching. The "MOOC + SPOC + Flipped Classroom" hybrid teaching mode can successfully compensate for the drawbacks of traditional teaching methods, thereby overcoming their restrictions. By defining relevant concepts, one can distill the key characteristics of the "MOOC + SPOC + Flipped Classroom" hybrid teaching mode. Formative assessment was employed to thoroughly evaluate the effectiveness of this teaching approach. By leveraging the advantages of massive open online course (MOOC), small private online course (SPOC), and flipped classroom, the "MOOC +SPOC + Flipped Classroom" teaching mode incorporates real-time student assessment through peer evaluation, computer-aided evaluation, and teacher evaluation. This mode promotes the simultaneous development of theoretical knowledge and practical skills, helping students to establish strong foundations while fostering their practical abilities. While the traditional teaching method remains fruitful, the convenience of today's network allows the teaching profession to continually evolve. The traditional teaching mode heavily relies on teachers, making it impossible to conduct lessons without them. However, the development of MOOC enables students to seek knowledge online from their preferred teachers, rather than solely relying on their assigned instructors.

• Journal of Information Science Theory and Practice
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• 제2권3호
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• pp.6-17
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• 2014

The purpose of this study is to examine to what extent the context in which people interact with online information affects people's credibility perceptions. In this study, credibility assessment is defined as perceptions of credibility relying on individuals' expertise and knowledge. Context has been characterized with respect to three aspects: Context as user goals and intentions, context as topicality of information, and context as information activities. The data were collected from two empirical studies. Study 1 was a diary study in which 333 residents in Michigan, U.S.A. submitted 2,471 diary entries to report their trust perceptions associated with ten different user goals and nine different intentions. Study 2 was a lab-based study in which 64 subjects participated in performing four search tasks in two different information activity conditions - information search or content creation. There are three major findings of this study: (1) Score-based trust perceptions provided limited views of people's credibility perceptions because respondents tended to score trust ratings consistently high across various user goals and intentions; (2) The topicality of information mattered more when study subjects assessed the credibility of user generated content (UGC) than with traditional media content (TMC); (3) Subjects of this study exerted more effort into making credibility judgments when they engaged in searching activities than in content creation. These findings indicate that credibility assessment can or should be seen as a process-oriented notion incorporating various information use contexts beyond simple rating-based evaluation. The theoretical contributions for information scientists and practical implications for web designers are also discussed.

• Smart Structures and Systems
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• 제30권6호
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• pp.661-671
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• 2022

Stayed cables are the key components for transmitting loads in cable-stayed bridges. Therefore, it is very important to evaluate the cable force condition to ensure bridge safety. An online condition assessment and anomaly localization method is proposed for cables based on the spatiotemporal correlation of grouped cable forces. First, an anomaly sensitive feature index is obtained based on the distribution characteristics of grouped cable forces. Second, an adaptive anomaly detection method based on the k-nearest neighbor rule is used to perform dissimilarity measurements on the extracted feature index, and such a method can effectively remove the interference of environment factors and vehicle loads on online condition assessment of the grouped cable forces. Furthermore, an online anomaly isolation and localization method for stay cables is established, and the complete decomposition contributions method is used to decompose the feature matrix of the grouped cable forces and build an anomaly isolation index. Finally, case studies were carried out to validate the proposed method using an in-service cable-stayed bridge equipped with a structural health monitoring system. The results show that the proposed approach is sensitive to the abnormal distribution of grouped cable forces and is robust to the influence of interference factors. In addition, the proposed approach can also localize the cables with abnormal cable forces online, which can be successfully applied to the field monitoring of cables for cable-stayed bridges.

• 문화기술의 융합
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• 제8권5호
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• pp.39-50
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• 2022

본 연구 목적은 코로나 19 펜데믹 상황에서 이루어진 온라인 건강사정실습 교과목에서 능동학습 적용이 간호대학생의 비판적사고성향, 문제해결능력 및 셀프리더십에 미치는 효과를 확인하고자 수행하였다. 자료수집은 21년 9월 1일부터 12월 17일까지 D대학교 간호학과 2학년 78명을 대상으로 이루어졌으며 수집된 자료는 SPSS/WIN 20 프로그램을 이용하여 분석하였다. 본 연구결과 온라인 건강사정실습 수업에서 능동학습 적용 후 비판적사고성향(t=-2.11 p=.038), 셀프리더십(t=-2.07 p=.042)은 통계적으로 유의하게 증가되었다. 능동학습으로 적용된 SOAP, 임상추론학습지(Outcome-Present-Test) 및 임상추론 웹 작성(Clinical reasoning web), 마인드맵 작성은 간호대학생들의 비판적사고성향과 셀프리더십을 향상시키는 것으로 확인되어 대면수업에서의 효과를 확인하는 연구가 이루어져야 할 것이다.

• Journal of the Korean Data and Information Science Society
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• 제19권2호
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• pp.443-450
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• 2008

Peer assessment is the process of assessment of students by other students and one form of innovative assessment. It actively involves students in the assessment process and is generally agreed that such involvement enhances the quality and effectiveness of the learning process, since assessing something and benchmarking process is a powerful aid to mastering it themselves. It is more effective on the hard courses for them to understand. In this article we present a peer assessment technique which was applied to students enrolled in a mathematical statistics course and a historical course. In order to measure the effectiveness of the technique, students had to evaluate their colleagues based on predefined criteria and a comparison is presented between the instructor assessments and the peer assessment.

• Journal of Medicine and Life Science
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• 제15권1호
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• pp.31-35
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• 2018

'The Journal of Medicine and Life Science' renewed editorial board and guidelines for authors, and opened online submission system (http://www.jops.co.kr/ojms/JMLS). Herein I, editor-in-chief of 'The Journal of Medicine and Life Science', did self-assessment on the history and current status of the journal and suggested perspectives on the journal.

• 품질경영학회지
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• 제37권1호
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• pp.40-55
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• 2009

This research is an empirical study to analyze the factors that affect users' acceptance & diffusion of online product message. Today many people use the product message/information on the internet, before they make decision to buy something in online/offline environment. This paper proposes the site design look, enjoyment, and usefulness as message perception factors. And we examine the relationship among the perception factors, message credibility, acceptance & diffusion. The purpose of this paper is threefold. First, we examine the relationship between as perception factors and the credibility assessment of the message by customers. Second, we will show the effect of message credibility on the message acceptance & diffusion. Third, we try to present some theoretical and empirical implication through the result of our studies.

• 보건행정학회지
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• 제28권2호
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• pp.119-127
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• 2018

Background: This study aimed to examine (1) the patterns of online health information search with respect to seeking and scanning, and (2) how online search, along with eHealth literacy, predicts perceived information usefulness in the context of diet and weight control. Methods: Online survey was conducted with 299 adults from the consumer panel recruited for the purpose of quality assessment of the Korean National Health Information Portal in 2016. We conducted paired sample t-test and multiple logistic regression to address the research questions. Data analysis was performed using IBM SPSS Statistics ver. 24.0 (IBM Corp., Armonk, NY, USA) and SAS ver. 9.3 (SAS Institute Inc., Cary, NC, USA). Results: Of the respondents, 38.8% were 'high seek-high scanners,' 35.8% were 'low seek-low scanners,' 13.0% were 'high seek-low scanners,' and 12.4% were 'low seek-high scanners.' eHealth literacy was a significant, positive predictor of online information scanning (odds ratio [OR], 2.46; 95% confidence interval [CI], 1.41-4.29), but not for online information seeking (OR, 1.75; 95% CI, 1.00-3.05). With respect to perceived usefulness of online information seeking, online seeking (OR, 4.90; 95% CI, 2.19-11.00) and eHealth literacy (OR, 2.30; 95% CI, 1.11-4.75) were significant predictors. Perceived usefulness of online scanning had a significant association with online scanning (OR, 2.38; 95% CI, 1.08-5.22), but not with eHealth literacy. Conclusion: To increase the effectiveness of the health policy for online information search and related outcomes in the context of diet and weight control, it is important to develop education programs promoting eHealth literacy.

• 공학교육연구
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• 제24권2호
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• pp.20-28
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• 2021

In 2020, the COVID-19 pandemic has brought dramatic changes in the field of engineering education. Contrary to the traditional engineering education emphasis on content-oriented, design-based, hands-on, experimental, and field experience, most of engineering classes in 2020 had to be undertaken remotely online. However, it has not been explored how professors and students perceive about such a shift in engineering education. The aim of the current study was to investigate the perceptions of professors and students on online classes in engineering colleges during spring Semester 2020. Questionnaire data were collected from 100 professors and 4,152 students in the college of engineering. The results of this study were as following: Students were less satisfied with the online classes than professors. The online lecture method that students were most satisfied with was the recorded lecture. This is likely due to the fact that the recorded lectures can be repeated multiple times anytime, anywhere. Moreover, the experimental classes, which conventionally has more of an emphasis on the hands-on experience, also had to be conducted remotely, showing even lower satisfaction among students. Most of professors reported that the average hours they spent on preparing for online lecture increased compared to face-to-face class. Both professors and students preferred in-person exam as a desirable method of end-of-semester assessment for grading. The results of the current study have important implications for the improvement of online course environments. It is important for professors to design a structured class suitable for online education and understand the challenges students encounter during online classes. Also, professors should communicate more openly about their expectations and rubrics for class goals and assignments. Schools also needs to make effort to provide the support for the internet environment of students.

• The Journal of Asian Finance, Economics and Business
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• 제7권8호
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• pp.653-660
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• 2020

The paper examines the impact of proctoring environments on student performance in two different exam proctoring environments: online versus offline proctored exams. This study employs a set of aggregated data from 1,762 students over the eight-year period from 2009 to 2016 in a university. Although there were nine courses offered, they could have been counted more than once as students may appear several times to take exams for different courses. This study employs independent samples t-test and regression analysis to compare the means of two independent groups and to test the hypothesis. The results of the independent samples t-test and the regression analysis indicate that there is no difference in the mean scores of exams and, therefore, the findings suggest that the exam proctoring environment is unlikely related to student performance even when students take their exams either in online proctoring or offline proctoring environments. This study concludes that the proctoring environment unlikely results in a statistically significant difference of exam scores and, thus, the exam proctoring environment does not appear to cause any change in student performance. The findings suggest that the exam proctoring environments does not appear to impact on student academic achievements and assessments.