• Journal of Engineering Education Research
• /
• v.25 no.2
• /
• pp.13-21
• /
• 2022

In many existing studies, the analyses on the application and effect of the project-based learning model (PBL), a student-centered teaching and learning strategy, have been emphasized and carried out in various majors and courses. This case study analyzes the effects of applying a project-based learning model to the engineering accounting course for engineering students in 2021 in the context of the COVID-19 pandemic, compared with the offline course in 2019 and the simple online course in 2020. Project team consisting of 2-3 students carried out online collaborative learning activities for solving open-ended problems through the 5-step PBL procedure including presenting the final result. Except for this online PBL application in 2021, textbooks, lecture contents, assignments, and tests were implemented the same for each semester for three years. Through lecture evaluation and survey by students, the online PBL application semester showed higher effects in inducing student-centered learning, lecture satisfaction, and student competency improvement compared to the non-applying semesters, further, it was evaluated that the online PBL application to the course and evaluation method were more appropriate than other semesters. It is expected that the online PBL method and operation procedure applied in this study can be utilized as a best practice for the design and operation of various online courses for student-centered collaborative learning activities and educational effects.

• Journal of The Korean Society of Integrative Medicine
• /
• v.9 no.2
• /
• pp.53-61
• /
• 2021

Purpose : The purpose of this study is to explore the effectiveness of online blended learning(asynchronous online learning class 1+synchronous online learning class 2) method and discuss the applicability of online blended learning. In this study, we will analyze the differences in class satisfaction and academic achievement between asynchronous online learning and online blended learning classes, and discuss the strengths, weaknesses, and satisfactions of online blended learning. Methods : The subjects of this study were 39 of the occupational therapy students who took the 'child development' course. Asynchronous online learning class was applied for 1-6 weeks and online blended learning was applied for 9~14 weeks. The online blended learning class consisted of 1 hours synchronous online learning and 2 hours asynchronous online learning. For the asynchronous online learning, the screen recording program of OBS Studio was used, and for the synchronous online learning, the Zoom program was used. The results of course evaluation and academic achievement of students according to the type of lecture were compared, and a survey was conducted on the satisfaction of online blended learning. Results : The results of this study are as follows. First, satisfaction(A class: t=-4.19, p=.001, B class: t=-7.94, p=.00) with online blended learning classes was significantly higher than asynchronous online learning. Second, when applying online blended learning class, academic achievement(t=-10.58, p=.00) was significantly higher. Third, the online blended learning class showed the highest satisfaction in improving the interest in the subject, and it was found to be helpful in online class management, professor-student interaction, and class content understanding. Conclusion : We have found that online blended learning can compensate for the shortcomings of online lectures and increase the quality of the lectures and the satisfaction of students. The application of online blended learning should be supplemented according to the characteristics of each class, and I hope that blended online teaching methods can be developed based on new ideas in the future.

• Journal of radiological science and technology
• /
• v.45 no.6
• /
• pp.515-522
• /
• 2022

The aim of the study was analyzed effect of the interaction with contents (IC), learning satisfaction (LS) and learning achievement (LA) through evaluation of the self-directed learning ability (SDLA) and immersion in learning (IL) for online learning application in the radiation therapy. A total of fifty university students who completed the radiation therapy course were be surveyed. There was significant positive correlation with the IC and the intention to continue using (ICU) in SDLA, and IC, LS, LA, and ICU in LC. The online learning application could be increase the satisfaction and achievement of radiation therapy learning.

• International Journal of Computer Science & Network Security
• /
• v.24 no.1
• /
• pp.71-84
• /
• 2024

This paper presents a critical analysis of the current application of big data in higher education and how Learning Analytics (LA), and Educational Data Mining (EDM) are helping to shape learning in higher education institutions that have applied the concepts successfully. An extensive literature review of Learning Analytics, Educational Data Mining, Learning Management Systems, Informal Learning and Online Social Networks are presented to understand their usage and trends in higher education pedagogy taking advantage of 21st century educational technologies and platforms. The roles of and benefits of these technologies in teaching and learning are critically examined. Imperatively, this study provides vital information for education stakeholders on the significance of establishing a teaching and learning agenda that takes advantage of today's educational relevant technologies to promote teaching and learning while also acknowledging the difficulties of 21st-century learning. Aside from the roles and benefits of these technologies, the review highlights major challenges and research needs apparent in the use and application of these technologies. It appears that there is lack of research understanding in the challenges and utilization of data effectively for learning analytics, despite the massive educational data generated by high institutions. Also due to the growing importance of LA, there appears to be a serious lack of academic research that explore the application and impact of LA in high institution, especially in the context of informal online social network learning. In addition, high institution managers seem not to understand the emerging trends of LA which could be useful in the running of higher education. Though LA is viewed as a complex and expensive technology that will culturally change the future of high institution, the question that comes to mind is whether the use of LA in relation to informal learning in online social network is really what is expected? A study to analyze and evaluate the elements that influence high usage of OSN is also needed in the African context. It is high time African Universities paid attention to the application and use of these technologies to create a simplified learning approach occasioned by the use of these technologies.

• The Journal of Bigdata
• /
• v.8 no.2
• /
• pp.15-25
• /
• 2023

Extreme learning machines (ELMs) are a major analytical method in various prediction fields. ELMs can accurately predict even if the data contains noise or is nonlinear by learning the complex patterns of time series data through optimal learning. This study presents the recent trends of machine learning models that are mainly studied as tools for analyzing online time series data, along with the application characteristics using existing algorithms. In order to efficiently learn large-scale online data that is continuously and explosively generated, it is necessary to have a learning technology that can perform well even in properties that can evolve in various ways. Therefore, this study examines a comprehensive overview of the latest machine learning models applied to big data in the field of time series prediction, discusses the general characteristics of the latest models that learn online data, which is one of the major challenges of machine learning for big data, and how efficiently they can learn and use online time series data for prediction, and proposes alternatives.

• Proceedings of the Korean Institute of Building Construction Conference
• /
• 2020.06a
• /
• pp.38-39
• /
• 2020

Currently, attempts are being made to introduce innovative teaching methods in architectural engineering education. However, there is still a lack of research supporting self-directed learners. In this regard, this study sought to develop an application prototype to support learning from online lectures on architectural engineering and conduct prototyping for its evolution. Menus in the application prototype consisted of four main categories: lecture operation, video lectures, eBooks and past exam questions. The lecture operation was classified into eight sub-categories, including assignment submission and notice, so as to support interactions between instructors and learners as well as confirmation of the delivery methods. With respect to video lectures, assignment submissions and notice functions, prototyping connecting the mobile web was implemented to enhance user convenience.

• Journal of Distribution Science
• /
• v.22 no.4
• /
• pp.1-10
• /
• 2024

Purpose: This study is aimed to introduce the application of phantom approach with structural equation modelling method for online learning. By integrating these innovative methodologies, the research seeks to advance the understanding of how the phantom approach can effectively complement and augment structural equation modeling techniques. Research design, data and methodology: A theoretical framework of Technology Acceptance Model (TAM) was modified and updated. A questionnaire was developed and used to extract information from 189 instructors who used online learning as their primary medium. The Covariance Based Structural Equation Modelling (CBSEM) was applied to test the direct effects and the phantom approach is used to handle the 2 mediators in the model. Results:social influence, perceived usefulness, and perceived ease of use exerted discernible impacts on instructors' intentionsto engage in online learning. These findings illuminate the intricate dynamics influencing instructor behavior within the realm of online education, underscoring the significance of various factors in shaping their intentions. Conclusions: In additions, the perceived usefulness and perceived ease of use had mediated the effect of social influence and instructor intention using phantom approach. Therefore, one can have concluded that this modified model was also confirmed, thereby reinforcing distribution strategies to online learning and overall education presence.

• 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.

• Journal of the Korea Convergence Society
• /
• v.13 no.4
• /
• pp.39-44
• /
• 2022

Mathematics franchise education companies are developing various online learning systems to provide on-off integrated education to learners. Most online learning systems deliver one-way lecture content to learners and perform quantitative problem-solving learning for learning results. However, each learner has different academic achievement competencies, and it is impossible to determine exactly where the level of understanding fell when solving a math method. and based on this, establish an online learning system to discover the weak points of learners and propose an effective learner management method. Through the developed learning method and system, it is expected to cultivate balanced problem-solving ability for learners and provide differentiated brand image and counseling service to franchise companies.

• Journal of Information Technology Services
• /
• v.17 no.2
• /
• pp.165-177
• /
• 2018

Recently, online commerces are becoming more common due to factors such as mobile technology development and smart device dissemination, and online review has a big influence on potential buyer's purchase decision. This study presents a set of analytical methodologies for understanding the meaning of customer reviews of products in online transaction. Using techniques currently developed in deep learning are implemented Hierarchical Attention Network for analyze meaning in online reviews. By using these techniques, we could solve time consuming pre-data analysis time problem and multiple topic problems. To this end, this study analyzes customer reviews of laptops sold in domestic online shopping malls. Our result successfully demonstrates over 90% classification accuracy. Therefore, this study classified the unstructured text data in the semantic analysis and confirmed the practical application possibility of the review analysis process.