• Title/Summary/Keyword: Online Course

Search Result 342, Processing Time 0.022 seconds

Effective Design and Operation of Massive Online Courses: A Survey on Learners' Satisfaction and Needs (대형 온라인 강좌의 설계와 운영 방안 모색: 재학생, 고등학생, 일반인 대상의 설문조사를 바탕으로)

  • Jinyoung Jang;Younghee Kim;Nagyung Sohn;Hyojung Shin;Hyunsook Jeong
    • Journal of Practical Engineering Education
    • /
    • v.15 no.1
    • /
    • pp.73-80
    • /
    • 2023
  • The advancement of online technology in the 21st century has increased online courses and web-based communication in higher education. This type of education is not limited by time or location and has made it possible to expand university campuses globally and broaden the reach of university education to the general public and students from other universities. Changes such as a decrease in the school-age population and a reorganization of the university structure have also created an opportunity to change the perception of online education. In this paper, we conducted surveys on K University students, high school seniors, and the general public to assess their satisfaction with online courses, identify areas that require massive online courses, and determine students' needs for the operation of massive online courses. The survey showed that K University students are generally satisfied with online courses. However, improvements are needed to ensure a smooth online course-taking environment, increase system uniformity, and enhance the overall online course environment. High school students have a strong preference for natural science and should be offered online courses in subjects such as mathematics and physics as prerequisites to prepare for their major classes. The general public prefers the humanities, which is evident in the purpose of the liberal arts lectures.

The Effectiveness of Streaming Video with Web Based Text in Online Course: Comparative Study on Three Types of Online Instruction for Korean College Students

  • HEO, JeongChul;HAN, Su-Mi
    • Educational Technology International
    • /
    • v.14 no.1
    • /
    • pp.1-26
    • /
    • 2013
  • This study is to identify whether three types of online instruction (text-based, video-based, and video-based instruction without text) and age category have a different influence on students' comprehension and motivation. Online students were randomly assigned to one of six groups, and they attended two-week online lectures via Course Management System. The comprehension test and the short form of IMMS were implemented when 114 participants accomplished two-week online lectures. The results revealed that using instructional video in online instruction is more effective instructional medium than text only in order to promote learner's motivation. Besides, older adults aged 41-60 are significantly different from younger adults (21-40 years old) in terms of students' comprehension. Furthermore, three types of online instructions are likely to be influenced by age category.

Effects of Scaffolding on Writing Apprehension and Media Literacy in Engineering Freshmen's Synchronous Online Writing Course (공과대학 신입생의 동시적 온라인 글쓰기 수업에서 스캐폴딩이 쓰기 불안과 미디어 리터러시에 미치는 영향)

  • Hwang, Soonhee
    • Journal of Engineering Education Research
    • /
    • v.25 no.1
    • /
    • pp.33-45
    • /
    • 2022
  • This study aims to investigate effects of scaffolding on writing apprehension and media literacy in engineering freshmen's synchronous online writing course, and the relationships between the two variables. 'Scaffolding' is in-time support provided by a teacher/tutor or competent peer that enables students to meaningfully gain skills at problem solving process. Also, it is one of the most frequently mentioned concepts in education as well as one of the more necessary teaching strategies in an online writing course. In this study, provided treatments for the experiment were supportive scaffolding for domain-specific knowledge and reflective scaffolding for meta-cognitive knowledge. Participants were 102 engineering undergraduate students, who were assigned to two experimental groups by scaffolding types. A process-based writing course in online learning environment was conducted for 8 weeks. The writing tasks were given according to writing process. The findings were that, firstly, there were statistically significant writing apprehension's reduction and self-expression's improvement through the scaffolding provided in writing class. Secondly, writing apprehension's reduction and self-expression's improvement were significant in supportive scaffolding group. Thirdly, media literacy predicted writing apprehension. The practical implications of these findings are discussed herein, with particular attention on ways for writing apprehension's reduction as well as media literacy's enhancement.

Verification of the Moderating Effect of Course Satisfaction on Learning Presence, and Academic Performance According to Course Delivery Mode

  • Sanghee KIM
    • Educational Technology International
    • /
    • v.24 no.1
    • /
    • pp.29-51
    • /
    • 2023
  • This study examined the moderating effect of course satisfaction with class on the relationship between the mode of course delivery and learning presence and performance in university settings. Results showed that there was a moderating effect of the course satisfaction on the relationship between course delivery mode and learning presence. Specifically, higher satisfaction with instructor's teaching activities was associated with improved learning presence in face-to-face, blended, and online learning, in that order. However, there was no significant moderating effect on academic performance. These findings suggest that universities should consider not only the mode of course delivery and highlight the importance of systematic course design by instructors.

Exploring the Experience of Engineering College Professors in Teaching Online Course Due to COVID-19 (코로나19로 인한 공과대학 교수자의 온라인 수업 경험 탐색)

  • Jung, Jaewon;Hur, Jungeun;Park, Hyowon
    • Journal of Engineering Education Research
    • /
    • v.23 no.6
    • /
    • pp.60-67
    • /
    • 2020
  • This study was conducted to understand the experiences of engineering college professors teaching classes online due to COVID-19. Instructional strategies were proposed based on these results. This study qualitatively analyzed interviews of four engineering college professors who switched from teaching classes offline to teaching them online in the first semester of 2020. The results showed that the professors had difficulties in creating video content, interacting with students, and conducting online assessments. The results also showed that the professors had difficulties in switching to online teaching. This study was significant in that it produced empirical data about online teaching based on the experiences of engineering college professors teaching classes online.

A Case Study on the Intensive Semester Operation of Online-based Project Learning Using Python : Focusing on S Women's University (파이썬을 활용한 온라인 기반 프로젝트의 집중학기제 운영사례 : S 여대를 중심으로)

  • Kyun, Suna;Jang, Jiyoung
    • Journal of Engineering Education Research
    • /
    • v.24 no.5
    • /
    • pp.3-14
    • /
    • 2021
  • This study deals with the case of online-based project learning, which was designed for the purpose of university educational innovation and enhancing learners' competencies required by society, operated during the COVID-19 pandemic. The course was applied Python programming language, team-based project learning, and intensive course system, which is required by our society and companies in the era of the 4th industrial revolution. Also it was operated as a non-face-to-face online class, which would have been operated in an offline class if it had not been for Covid 19 pandemic, to explore the possibilities and educational effects of online learning. To do this, 32 university students participated in online-based project learning during 8 weeks, and then conducted a survey. The survey results were analyzed in terms of i) non-face-to-face online learning, ii) team-based project learning, and iii) application of the intensive course system. Results say that most of the learners were satisfied with the online learning, team-based project learning, and the intensive semester system applied in this course at a high level, and also they clearly presented the reasons. Thereby, it has been confirmed that the learners were already well aware of the pros and cons of each learning method. Based on these results, the implications were discussed.

Online pedagogical strategies of a fashion design CAD course - Focused on Adobe Photoshop, Illustrator, and Texpro programs - (패션디자인 CAD의 온라인 교육 방법 연구 - 포토샵, 일러스트레이터, 텍스프로 프로그램을 중심으로 -)

  • Kwon, Sang-Hee
    • The Research Journal of the Costume Culture
    • /
    • v.30 no.5
    • /
    • pp.717-731
    • /
    • 2022
  • The purpose of this study is to suggest effective online pedagogical strategies for a fashion design CAD course to enhance student learning and satisfaction. The study investigated student experience of online learning and compared online learning with a face-to-face learning experience. Student concentration, participation, perceptions of effectiveness of teaching, utilization of learning materials, and satisfaction were analyzed using a 5-point Likert scale. Advantages and disadvantages of online learning as well as advantages of face-to-face learning were also analyzed both quantitatively and qualitatively. Student concentration, participation, and perception of effectiveness of teaching were greater for face-to-face learning with significantly higher concentration on individual practice. Students utilized video recording of synchronous online lectures more actively than PDF lecture notes. The advantages of face-to-face learning were plentiful communication and feedback and easy questioning process as well as high levels of understanding and concentration. Meanwhile, major disadvantages of online learning were the speed of the lecture, lower levels of understanding and concentration, limited peer interaction, and technical problems. Major advantages of online learning were flexibility and convenience, repetitive learning through videos, and instant communication and feedback. Students preferred a blended learning approach for the fashion design CAD course. For effective online learning, it is suggested that instructors frequently question and check student practice through screen share in a private online meeting room and engage activities that are demanding of student interaction. The video recording of synchronous online lectures is also suggested as a supplemental learning material for repetitive learning.

A Case Study of an Online Course on Introductory Engineering Design in Computer Science (컴퓨터과학 분야에서의 비대면 공학설계입문 강의 사례 연구)

  • Nah, Jae-Ho
    • Journal of Engineering Education Research
    • /
    • v.26 no.1
    • /
    • pp.12-19
    • /
    • 2023
  • With the introduction of the accreditation of engineering programs in Korea, universities affiliated with the programs have opened introductory engineering design courses for first- or second-year students. Since these courses mainly aim at cultivating problem-solving skills through team projects, this type of classes has opened as face-to-face classes. However, from the beginning of 2020, online teaching was recommended or forced on universities due to the COVID-19 pandemic. Thus, effective design of online courses on introductory engineering design was inevitable during the period. In this paper, we introduce a case study of the course in the Department of Computer Science at S University in Fall 2021. Through concrete suggestions on project areas, selection of team members considering grade levels and interest, several systems for prevention of free riding, and carefully designed open-book exams, the course resulted in both high achievements and high satisfaction.

Students' Online Fashion Studio Class Experience and Factors Affecting Their Class Satisfaction

  • Lee, Jungmin;Lee, MiYoung
    • Journal of Fashion Business
    • /
    • v.24 no.6
    • /
    • pp.135-147
    • /
    • 2020
  • This study explored students' online fashion studio class experiences, and investigated the factors affecting their class satisfaction. An online survey of college students who were enrolled in online studio classes within apparel and fashion-related departments during the spring of 2020 was conducted in June 2020. Responses from a total of 213 participants were included in the final data. Respondents rated lecture clips as the most useful, followed by teacher demonstration and feedback, PowerPoint (PPT) supplements, and Q&As. Frequently mentioned areas of improvement were online platform stability and video quality. Many respondents also stated that more streamlined teacher-student communication channels, immediate and meticulous teacher feedback, the adoption of course contents developed specifically for an online environment, and provisions for equipment usage would be desirable. Student satisfaction of an online fashion design studio class was significantly affected by teaching presence, social presence, online learning system stability, perceived usefulness of teacher's demonstration, and affective response toward COVID-19. Students satisfaction of an online garment construction studio class was significantly affected by teaching and social presence, online learning system stability, and perceived usefulness of teacher's demonstration. Based on these findings, we recommend developing teaching contents and methods that allow students to feel included in class and establish an online system with various functions to enhance the sense of social connection that can enable two-way communication.

A Case Study on Learning Behavior in Online English Reading Class of an On-off Course (온·오프 강의에서 온라인 영어읽기 수업의 학습행태 사례 연구)

  • Mi Yang Choi
    • Smart Media Journal
    • /
    • v.12 no.9
    • /
    • pp.142-151
    • /
    • 2023
  • This study is a case study on investigating students' learning behavior in the online English reading class of an on-off course. For this purpose, a survey was conducted on a total of 77 students from an English listening and reading course and phone interview with 5 students was implemented. The findings revealed that regularity of learning interval and learning sequence need to be improved through student management in order to increase the effect of online learning. In case of lecture watching, the students are good at utilizing the strengths of taped lecture, such as using pause and repeating watching. However, more research need to be done on how to develop online lecture to enhance students' understanding of the lecture. Regarding the offline review quiz that is supposed to stimulate students into their more positive watching of the lecture, it is suggested that a few of its related elements such as the online learning period and the number of quiz questions be corrected for its better effect.