• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.193-201
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• 2021

This study is a study of factors affecting pre-service teachers' learning immersion in online science classes. The results of a survey on the responses of 88 pre-primary teachers to online science classes were interpreted. In online science class, independent variables were set as ease, usefulness, and social presence, and dependent variables were set as learning immersion. Online science classes were conducted based on the university's LMS system. The results of the study were interpreted by regression analysis for t-test, correlation between factors, and multicollinearity test in pre-post-responses of pre-service teachers for ease, usefulness, and social presence. The results of this study are as follows. First, there was a significant effect in the before-and-after tests of factors in the online science class. Second, the correlation coefficient between factors in online science class is .306 for sense of community and mutual support and concentration at the significance level of .01, and .354 for learning immersion and open communication, indicating that there is a correlation. Third, considering the effective results of the pre-post test of each factor in the online science class, it cannot be interpreted that a particular factor had an effect, but it is interpreted that learning was immersed in ease, usefulness, and a sense of social presence.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.80-87
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• 2021

This study examined the influencing factors of learning satisfaction for real-time online adult nursing classes to provide basic data for the design and operation of online lectures in nursing subjects and help prepare a new educational paradigm. The subjects of the study were 105 3rd graders taking real-time online adult nursing classes, and data collection was conducted through structured online questionnaires from June 20 to July 30, 2020. The subjects were analyzed using a t-test, one-way ANOVA by Scheffe test, Person's correlation coefficients, and Hierarchical multiple regression analysis. The results showed that the learning flow was 3.07, academic engagement was 3.46, and learning satisfaction was 3.88. Learning satisfaction showed a positive correlation with learning flow (r=.41, p<.001) and academic engagement (r=.56, p<.001). In addition, the factors influencing the learning satisfaction of the subjects of this study were academic engagement (��=.47), very high in the level of interest in adult nursing classes (��=.21), and high (��=.20) followed by 34% (F=14.53, p<.001). Therefore, the learning outcomes of nursing students and the effective achievement of their learning goals are expected by developing plans and teaching methods for active participation in classes.

• The Journal of the Korea Contents Association
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• v.14 no.6
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• pp.513-528
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• 2014

The landscape of Christian higher education is changing. Students once spent most of their time in a traditional classroom with a professor, but now they take online and hybrid courses (face to face and online). Some students complete their entire degree in a fully online program. Nearly every type of college in the United States offers online courses. Online learning has clearly moved from a fad to a fixture, and nowhere is that more apparent than at one of the largest universities in the country. As the demand for online course and programs increase, teachers and administrators in Christian universities and colleges face new challenges. Even though some teachers and administrators still believe online education is inferior to traditional face-to-face learning, we found no statistically significant differences in standard measures of learning outcomes between students in the traditional classes and students in the hybrid-online format classes. In this situation, since online education will develop continuously, Christian universities should utilize it variously through complete understanding and research about it predicting the future of online education style.

• Communications of Mathematical Education
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• v.35 no.3
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• pp.341-358
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• 2021

Corona, which first broke out in 2020, has caused many changes in many parts of society. Education was not an exception to this change. Teachers had to prepare online classes and students were asked to participate in it without sufficient preparation. Regarding online learning, many studies, in the field of developing teaching module and material or observing the satisfaction of online class, were conducted but there was no study based on how online class is happening in school. Therefore, this study was to investigate the current situation and satisfaction of online class for high school students and explored the relationship between sub-elements of mathematics learning and the level of satisfaction of online learning. As a result, mathematics online class was generally conducted in the form of real-time interactive classes and students felt a little satisfied with it. However, some conflicting opinions were expressed on the continuation of mathematics online learning. In addition, the study found that the higher level of satisfaction students have with online class, the difference appears in the sub-elements of learning mathematics such as values of mathematics, and motivation to learn, willingness to learn mathematics, learning strategies according to the safisfactory level of online class.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.393-401
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• 2021

This study is a descriptive research study to verify the relationship between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction, and to identify factors that influence online class satisfaction. There was a significant positive correlation between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction. Online class satisfaction had a positive effect on learning flow and learning outcomes, but self-directed learning had no direct effect. The explanatory power of online class satisfaction was 49%. Based on the above results, in order to increase online class satisfaction, a plan is needed to improve university students' learning flow and learning outcomes for online classes. In addition, instructor and university are required to actively endeavor and support to improve the quality of online classes.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.247-253
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• 2021

There are various programming errors that occur in the course of programming practice for beginners in computer programming. At this time, since it is difficult for learners to recognize errors by themselves, they correct program errors through the instructor's feedback. However, as students learn programming techniques in an online learning environment due to the COVID-19 pandemic, there is a limit to interaction between the students and the instructor in comparison with offline classes, so it is necessary for learners to develop their own ability to solve programming errors by themselves. Therefore, in this study, error cases in online programming classes using the Python language are analyzed and an online programming education method that can improve learners' ability to correct programming errors is proposed based on the analysis results.

• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.255-264
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• 2020

In the database design course, the team project is a very important process to develop students' database design competencies. In order to carry out team projects smoothly, active interaction between students and the professor as well as collaboration among team members are very important. However, a full uncontacted class was suddenly decides in the first semester of 2020, it was questionable whether it would be possible to effectively manage this course, where team projects to construct database take up a big portion. However team projects were able to proceed without major problems through interaction using real-time video media such as zoom, and discussions, quizzes, and Q&A supported by the online education support system (LMS), and online presentations, mutual evaluations, and so on. This paper shares the experience of managing engineering team projects in uncontacted classes and based on three surveys introduces desirable improving directions of this instruction and some suggestions to improve uncontacted classes overall.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.310-323
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• 2021

In this study, we analyzed the application of flipped learning in the untact online classes, focusing on thr social and engineering subjects of universities. Due to the unprecedented situation of COVID-19, the professors and learners were unable to conduct the face-to-faceclasses, and the existing flipped learning classes were analyzed separately from the social and engineering subjects. In particular, the results of this study will provide the basic data on the direction of post-corona-era university classes in that it can increase the effectiveness of flipped learning if it is linked to the flexibility of the university's academic system such as intensive course.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.129-130
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• 2021

본 연구의 목적은 학생의 주도적 학습을 돕는 하브루타 학습방법을 대학의 비대면 실시간 온라인 수업에서 활용할 수 있는 하브루타 학습모델 개발과 그 적용 가능성을 탐색하는 것이다. 이를 위해 온라인 학습환경에서 하브루타 학습법 적용사례에 대한 선행연구 고찰과 관련 이론들을 분석하고 하브루타 수업운영 경험자 2인의 인터뷰를 통해 비대면 실시간 온라인 수업 상황에서 적용 가능한 학습 모델안을 고안할 것이다. 이를 하브루타 수업 운영 경험이 풍부한 6인의 전문가를 대상으로 수업 모델안의 적절성과 적용가능성에 대한 평가를 실시하여 비대면 실시간 온라인 수업을 위한 하브루타 학습모델을 개발하고자 한다. 이 연구를 통해 비대면으로 수업을 해야 하는 상황에서도 학습자의 주도적 학습을 가능하게 함으로써 학습효과를 높여 미래 사회에 필요한 역량을 개발하는 데 기여할 수 있을 것이라고 기대한다.

• International Journal of Computer Science & Network Security
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• v.23 no.6
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• pp.176-180
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• 2023

Aim of this study to examine the mediating role of network service between perceived quality, retailer service and customer satisfaction during COVID-19. Primary data gathered through adopted questionnaire from previous studies and 200 university students were asked to fill online questionnaire during COVID-19 situation in country. Structural Equation Modelling technique applied in order to test the proposed hypothesis generated from existing literature review. Findings revealed full mediation effect of network service for both perceived quality and retailer service on customer satisfaction during COVID-19. New insights of this study are key role of network services is identified and university students' satisfaction is measured for online classes in developing country, Pakistan. In future serial mediation is suggested for validity of existing results in developed and developing countries.