• Journal of the Korea Institute of Information and Communication Engineering
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• v.26 no.6
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• pp.930-935
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• 2022

The ability to use software is an essential competency in modern society. As a result, programming education is conducted from elementary school to university. In case of programming education for non-majors conducted in the liberal arts at universities, if it is conducted online using high-quality contents, problems such as the shortage of professional professor and the limitation of practice time can be solved. Also, it has the advantage of providing students with enough time to think and solve problems. In this paper, the possibility of online lectures was investigated through a survey before and after lectures in software liberal arts courses conducted online. From the results of the survey, it is judged that the goal of software education can be achieved even if software lectures are conducted online, which is to improve computational thinking and problem-solving skills.

• Journal of the Korean Society of Clothing and Textiles
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• v.44 no.2
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• pp.369-383
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• 2020

This study proposes a method to effectively teaching technic for pattern development and virtual garment manufacturing by adopting the K-MOOC platform for the Apparel Pattern CAD curriculum. According to K-MOOC guidelines, Apparel Pattern CAD curriculum were developed and presented through the K-MOOC platform. A questionnaire survey was utilized to evaluate K-MOOC platform features in terms of learner satisfaction when adopting the 5-point Likert scale. Questionnaire survey participants included 52 college students. The result of the survey found that most of the attributes of the K-MOOC platform were highly rated in terms of interaction and learning effectiveness. The user interface of the K-MOOC platform were shown to be satisfactory in terms of usability. Participants gave a positive assessment of the benefits of online lectures when comparing online and offline lectures. In particular, the preference for online lectures in computer-related courses such as CAD was higher than the offline. It was concluded that the Apparel Pattern CAD curriculum based on the K-MOOC platform was effective and satisfactory for learners in various aspects.

• Journal of Korea Society of Digital Industry and Information Management
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• v.17 no.4
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• pp.197-207
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• 2021

The threat of COVID-19 pandemic put many universities in Korea to develop and implement various types of non-face-to-face on-line classes, such as on-line real time class and on-line recorded video class. Online education has been recognized as one of the effective educational methods because of its ubiquitous and flexible educational environments. Even though COVID-19 led to many problems such as faculty's burden and stress during the early stage of COVID-19, both students and faculties have gradually become familiar with on-line environment. As students have got accustomed to the online environment, on-line recorded lectures are shown to be more preferred rather than on-line real time class. Researches regarding the learner's satisfaction of on-line classes during the COVID-19 indicate that systematic and good quality contents and interaction by instructor are important factors. This study, therefore, investigate the learner's satisfaction of online classes in Liberal Arts course using recorded video contents in terms of contents and interaction. The results of empirical analysis reveal that systematic and good quality contents are likely to predict learner's satisfaction and interaction plays a great role in providing those contents. These findings provide insights that preparing systematic contents and interaction are key to enhancing learner's satisfaction of on-line classes in Liberal Arts course.

• Journal of the Korea Convergence Society
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• v.11 no.9
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• pp.433-441
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• 2020

This study was conducted to identify the factors that influence the other behaviors taken by nursing students during online lectures. The study subjects were 304 nursing students in three universities. Data were collected between April 20 and 30, 2020, using by completing structured self report questionnaires. Data were analyzed using T-test, ANOVA, Pearson's correlation coefficient, and multiple regression using SPSS 26.0 program. In correlation analysis, significant negative correlations were found between other behaviors, interest(r=-17, p<.01), understanding(r=-19, p<.01), needs(r=-12, p<.05), learning motivation(r=-12, p<.05), self-regulation efficacy(r=-11, p<.05), learning confidence(r=-14, p<.05), lecture satisfaction(r=-22, p<.01), lecture flow(r=-24, p<.01). In the multiple regression analysis, learning confidence, prefer to discuss & present (β=.19), lecture flow(β=-.15), lecture satisfaction(β=-.15) were statistically significant factors that explained 10.6% of variance of other behaviors taken by nursing students during online lectures. Thus, we suggest to develop that teaching methods and programs to reduce other behaviors taken by nursing students during online lectures.

• Journal of the Korea Society of Computer and Information
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• v.14 no.9
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• pp.85-94
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• 2009

It is becoming increasingly difficult for learners to find the lectures they are looking for. In turn, the ability to find the particular lecture sought by the learner in an accurate and prompt manner has become an important issue in e-Learning. To deal this issue, in this paper. we present a collaborative approach to provide personalized recommendations of online video lectures. The proposed approach first identifies candidated video lectures that will be of interest to a certain user. Partitioned collaborative filtering is employed as an approach in order to generate neighbor learners and predict learners'preferences for the lectures. Thereafter, Attribute-based filtering is employed to recommend a final list of video lectures that the target user will like the most.

• The Research Journal of the Costume Culture
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• v.30 no.5
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• pp.717-731
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• 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.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.20 no.2
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• pp.171-178
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• 2020

Many countries are establishing and operating blended learning that combines the advantages of online and offline education. However, online education lecture-based Mooc courses have a very low level, with a graduation rate of less than 5-10%. Therefore, in order to increase the graduation rate of students taking online Mooc distance education lectures that anyone can easily take lectures anytime, anywhere on the web-based basis, it is necessary to introduce automatic analysis of students' understanding level of lectures and an automatic academic warning system. Moreover, in order to enter an advanced education country, it is necessary to develop an automatic judgment SW for wrong answer rate, automatic summary SW for lectures, and automatic analysis SW education for lecture-based weak subjects based on mixed learning levels. In order to improve this problem, in this paper, we proposed and simulated an automatic summarization system for lecture contents, an automatic warning system for incorrect answers, and an automatic judgment algorithm for weak subjects.

• International Journal of Advanced Culture Technology
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• v.8 no.3
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• pp.198-205
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• 2020

The purpose of this study is to investigate the effect of real-time remote video instruction using zoom on learners' English reading achievement. The study also sought to identify the efficiency of zoom video lectures and consider supplementing them by surveying learners' opinions and satisfaction regarding zoom video lectures. To this end, control and experimental groups were set up, and two achievement tests and a questionnaire were conducted. The study's results demonstrated that zoom video lectures have a positive effect on learners' English reading achievement. The questionnaire found that learners are satisfied with zoom video lectures for the following reasons: 'increased interest in and motivation towards learning', 'self-directed learning', 'active interaction', 'ease of access', 'ease of information retrieval'. At the same time, the questionnaire also found that some learners are dissatisfied with zoom video lectures due to 'mechanical errors or defects', 'poor audio quality', and 'the need to add customized functions for efficient classes'. In practice, zoom video lectures must be supplemented with automatic attendance processing, convenient data upload and download, and more efficient video screen management. Given the recent increase in online classes, we, as instructors, must develop teaching activities and/or strategies for video lectures that can encourage active participation by learners.

• Journal of the Korean Geographical Society
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• v.46 no.6
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• pp.707-723
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• 2011

The purpose of this study was to quantitatively evaluate the effectiveness of learning management systems (LMS) in the physical geography class. The study adopted the experimental design and three classes participated in this study. The first class was controlled using only classroom lectures, the second class used PPT slides along with the classroom lectures, and the third class used online video clips along with the lectures. The experiments were conducted from the Spring Semester 2007 to the Spring Semester 2008 for the introductory physical geography course. The study results showed that online learning tools help students improve academic performance and their attitudes towards the class and the instructor. Compared to simple PowerPoint slides, voice recording attached to the visual lecture slide materials enhanced students' motivation. Class lectures with lecture slides did not improve students' scores. However, when the visual materials were combined with voice recording, the number of internet access to online class materials increased, and class attendance and students' final grades were improved. Based on the results, the instructional design model that combines classroom and online learning was suggested.

• Journal of Engineering Education Research
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• v.27 no.5
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• pp.10-16
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• 2024

This paper examines the correlation between midterm and final evaluations using quantitative assessment data from an online liberal arts course titled "Software and Computational Thinking" over four semesters. The course was conducted through pre-recorded video lectures, and the same conditions were maintained throughout the four semesters. The study results showed that the course satisfaction rate in the final evaluations was lower than that in the midterm evaluations across all assessment items. This is likely because improvements based on student feedback from the midterm evaluations were not implemented within the same semester, and the rate of insincere responses increased in the final evaluations. Moreover, objective evaluation items such as "Adherence to Syllabus" and "Relevance of Lecture Content" showed a statistically significant correlation between midterm and final evaluations. However, for assessment items where subjective judgment, such as "Lecture Comprehension", is important, no significant consistency was observed between midterm and final evaluations over the four semesters. The evaluation of subjective assessment items is closely related to the perceived difficulty of the lectures by the students, and in engineering-related courses, this connection is even stronger. Therefore, in the case of liberal arts courses in engineering, where students from various majors are enrolled, it is natural that the perceived difficulty of the lectures differs among students as the course progresses, and that the change in perceived difficulty between the midterm and final evaluations also varies. As a result, it is understandable that there is a lack of consistency in subjective evaluation items between the midterm and final evaluations. These findings suggest that to enhance student satisfaction and maintain consistency in course evaluations throughout the semester in engineering liberal arts courses, it is necessary to design and operate the lectures with differentiated practical content tailored to the academic backgrounds of the students.