• Journal of Industrial Convergence
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• v.20 no.2
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• pp.21-27
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• 2022

Purpose: The purpose of this study is to investigate the structural relationship between self-directed learning, online class environment, and learning satisfaction of general high school students. 219 12th grade students in Sejong B High School responded to the survey questionnaire. For data analysis, correlation analysis and structural equation models were implemented. Results are as follows. First, there was a moderate or higher correlation between self-directed learning, online class environment, and learning satisfaction. Second, the model fit of the structural model among variables was good. Self-directed learning had an effect on the online class environment, and the online class environment had a positive effect on learning satisfaction. However, self-directed learning had no statistically significant effect on learning satisfaction. The researcher found the implication that learners' online class satisfaction showed a synergistic effect when students' self-directed learning ability and educators' excellent class environment are created. Also, the researcher proposed to analyze online learning satisfaction by comprehensively considering the individual, family, and school factors of various learners.

• Journal of Fashion Business
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• v.24 no.6
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• pp.135-147
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• 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.

• Knowledge Management Research
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• v.21 no.2
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• pp.119-135
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• 2020

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.115-137
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• 2011

The tourism industry has attained remarkable growth, and the need for professional Tourism English education has increased. Universities of online education can offer an environment for education to both job applicants and laymen who are interested in Tourism English. Tourism English belongs to English for Specific Purposes, which reflects the needs of specific area. The aim of this study is to propose improvements in classes design for online Tourism English instruction. The results of a needs analysis conducted on 160 Korean online university students suggest that online Tourism English class should be different from a traditional classroom-based one in regards to aims, contents, and methods. Online Tourism English class should not only focus on English for specific purposes, but also include more generalized topics. This comes as a result of the diverse backgrounds of online students. The results suggest that extralinguistic elements, such as culture and etiquette differences among English-speaking countries, become more interesting when introduced using pictures, videos, animations, etc. Additionally, SMS or emails can be utilized to raise students' motivation for online Tourism English class.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.176-189
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• 2021

This study was aimed to grasp online learning quality satisfaction in Dental Hygiene students. A survey was conducted targeting finally 228 dental hygiene students at a university in Gangwon Province from February 3, 2021 to February 17. As a result of analysis, the online class satisfaction by good instruction component was lower overall than importance. The learning environment satisfaction was lower than its importance. A difference between importance and satisfaction with online learning by detailed good instruction component showed a relatively big difference in systematic class, online learning environment, ability to convey the class contents. The need for online learning content was high in teaching material and VOD. The class operation type satisfaction was high in a non-real time class. Accordingly, a continuous effort is conceivably necessary for improving quality given the teaching-design establishment of online learning.

• Journal of The Korean Association For Science Education
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• v.43 no.6
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• pp.563-572
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• 2023

This study aimed to analyze cases of online class design by pre-service science teachers to identify the teaching strategies employed for online classes. For this purpose, the real-time online class lesson plans of 12 pre-service science teachers, who had experienced education utilizing online teaching tools for a semester, were collected and analyzed. The pre-service science teachers considered all the elements that were essential in traditional face-to-face class designs, including prerequisites, statements of learning objectives, stimulating motivation, teaching and learning methods, wrapping up, teacher-student interaction, and assessment. They devised teaching strategies that could overcome the limitations of online teaching and were not feasible in face-to-face classes for each element. Additionally, they were considering new instructional strategies tailored to the online teaching environment, such as creating a conducive environment for using online teaching tools and strategies related to checking the online teaching environment. However, for statements of learning objectives, stimulating motivation, and wrapping up, most of the pre-service science teachers predominantly utilized teaching strategies from traditional face-to-face classes, especially those involving the presentation of visual materials through online tools. Student-centered approaches were rarely implemented in stimulating motivation or wrapping up. These findings imply that one semester of exposure to the utilization of online teaching tools may be insufficient in teacher education. Thus, there is a need for a continuous and expanded educational program on the utilization of online teaching tools as part of pre-service teacher education.

• Journal of the Korea Convergence Society
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• v.12 no.4
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• pp.327-336
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• 2021

This study aimed to examine the online lecture quality, self-leadership, and degree of academic self-efficacy of nursing students who experienced online lecture and to identify the factors that influence academic self-efficacy. The subject of this study was 115 nursing students at one university, and the study design is a descriptive survey study that collected data through a structured questionnaire. As a result of this study, self-leadership(β =.431, p=<.001) and online class environment(β =.314, p=.004), a sub-factor of online lecture quality, were significant influencing factors on the academic self-efficacy of nursing college students. These variables explained 37.7% of the total variance in academic self-efficacy. Based on the results of this study, it is expected that it will be used as basic data for cultivating self-leadership and improving the online class environment in order to improve the academic self-efficacy of nursing students taking online classes.

• 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.

• Journal of Industrial Convergence
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• v.20 no.3
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• pp.11-21
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• 2022

The purpose of this study is to provide fundamental background to improve the quality of teaching and learning performance in online classes by analyzing the students' learning experience aspects on online environment. This study explores the relationship between learning experience and teaching and learning performance according to the online classes types(synchronous/asynchronous class), and identifies the mediation effect of students' perception and attitude toward online classes using Structural Equations Model(SEM). The findings are shown as follows: First, learning experience has positive effect on teaching and learning performance statistically. Second, learning experience has different effect on teaching and learning performance depending on the type of online classes. Specifically, learning experience in synchronous environment has higher influence on teaching and learning performance than in asynchronous environment. On the other hand, perception and attitude toward online classes have greater influence on teaching and learning performance in asynchronous class than in synchronous class. Lastly, the students' perception and attitude toward online classes do not have mediation effects significantly in the relationship between learning experience and teaching and learning performance. The result of this study can be a guide for researcher to approach to teaching and learning performance in online environment of university.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.173-178
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• 2021

This study aimed to understand and analyze the learners' class satisfaction and the effectiveness of synchronous online classes after COVID-19. A total of 188 learners participated in the survey conducted at the end of the Fall Semester 2020 at C University located Gyeongsangnam-do. Findings revealed that learners' satisfaction with the synchronous online classes was relatively low, and the learners had negative perception of that. Learning content have the biggest effect on the learners' class satisfaction. Next came class management and the online learning platform. Therefore, instructors need to organize learning content effectively and enhance learners' understanding considering the most influential variable, learning content so that learners are satisfied with the synchronous online classes. Also, instructors should make it possible for learners to get familiar with the online learning platform and use it without any problems through systematic and faithful class design for effective learning in unfamiliar online learning environment. In addition, instructors need to know learners' needs and difficulties and plan their synchronous online classes. This study has limitations in that it was conducted only at one college and the limited number of variables was measured.