• Journal of The Korean Association of Information Education
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• v.8 no.4
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• pp.537-545
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• 2004

In spite of the fact that project-based learning has had positive effects on improvement of creation power and expansion of the spirit of inquiry, the project-based learning lesson was difficult to carry out in the classroom. The web overcomes time and space limitations in traditional schools. This study has developed and implemented an online project-based website of children's education, based upon the extensive classroom use of multimedia materials to further students participation and interest in projects of discovery. The developed website shows the entire process used through out the project. This paper presents the project's activities and students' learning, using multimedia and web. This study was conducted in fourth grade of an elementary school for a month. The results of this study suggest that the effects of using the project-based website were improved self-directed learning and generation of new ideas.

• Archives of design research
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• v.15 no.1
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• pp.113-122
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• 2002

This thesis is focused on online education and proposes a guideline for selecting teaming theories and multimedia representation without difficulty. On the first, consideration of learning theories and analysis of multimedia properties are made, and from these results guidelines are formed. Then they are applied to each 6 types of CAI. Objectivism and constructivism could be used for the basic framework of CAI. The former is suitable for reed, sequential, structural, and passive learning style and the latter is suitable for selectable, unstructural, active, self-controled, learning style. And the quideline for selecting multimedia representation is made out of the properties of media, learners(cognitive model, proficiency, acceptance), and teaming contents. On the basis of guideline obtaining from the previous process, I suggest mosts suitable conditions for each 6 types of CAI available today. Those conditions are consist of learning theories, media selection, levels of learners, and categories and properties of teaming contents.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.273-284
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• 2022

This study was conducted to examine the practical and educational implications of teachers' operation of the curriculum through science and online classes based on data collected for 4 months from 4 teachers who had experience in science subject online classes among homeroom teachers in the 3rd to 6th grades of elementary school in D city. This study was conducted through narrative inquiry. As a result of conducting interviews and in-depth interviews based on the online class experiences of the Earth Science Unit of the study subjects, and conducting field classes with related documents such as online class-related materials and teacher journals, teachers were more likely to take online classes compared to traditional face-to-face classes. They spent more time preparing and showed difficulties in the process of adapting to the new medium used in online classes. In addition, they demanded the provision of scientific materials produced in a pandemic situation and a teaching platform for smooth class operation. In particular, in the case of experimental classes, there is a burden of completing the planned curriculum, and in a pandemic situation, students felt the need for individual experimental tools for intensive science classes. As a result, it is necessary to introduce a blended learning learning system that combines the advantages of face-to-face and online classes as a new class form for the transition to future education in preparation for the pandemic. Continuous teacher research on the format and online class experience is required.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.5
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• pp.127-134
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• 2021

This study aims to determine the role of innovative capabilities as a mediator in analyzing entrepreneurial marketing's effect on sustainable competitive advantage in food and beverage micro-, small-, and medium- enterprises (MSMEs). Data was obtained from a food and beverage store manager in Tangerang City, comprising 119 samples. Furthermore, the G⁎Power, a tool used to calculate statistical power analysis for various t-tests, F tests, χ2 tests, z tests, and several exact tests, was used to determine the number of research samples, the α error probability of 5%, and 3 variables. The data collection method used questionnaires with Likert Scale 1-5 to indicate strongly disagree to strongly agree. To analyze data, we used Path Analysis supported by SmartPLS statistics software. Path analysis is a form of multiple regression statistical analysis that is used to evaluate causal models by examining the relationships between a dependent variable and two or more independent variables. It aims to provide estimates of the magnitude and significance of hypothesized causal connections between sets of variables. The data processing process took place in two stages, namely the estimation model testing with validity and reliability, and the structural model testing to decide the impact or correlation between variables utilizing the t-test. The result showed a positive and significant effect of entrepreneurial marketing to innovative capability and competitive advantage through the innovative capability of MSMEs.

• The Journal of the Korea Contents Association
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• v.22 no.3
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• pp.121-133
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• 2022

The main purpose of this paper is to examine the efficacy and future potential of a newly-emerging concept of a metaverse in online education environment. In order to achieve this goal, this paper showcases various scenes that happened in the metaverse classes using the ifland app. Through an in-depth analysis of theoretical grounds and preliminary survey findings of 32 university students, this study suggests that as students in a metaverse space are engaged in the interactive learning process and environment with an avatar that projects oneself, it can be an effective educational platform coming from the benefits of gamification and edutainment. In addition, a metaverse space provides existential encounters and hands-on experiences, which in turn increases the level of 3D learning immersion. It may overcome the shortcomings of online live streaming platforms such as Zoom or Webex that provide 2D experiences. Based on the findings, this paper further suggests a blueprint for online education suitable for the transition to a digital society.

• Journal of Power Electronics
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• v.10 no.6
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• pp.604-610
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• 2010

Experiments in electrical engineering should mirror the key components of successful research and development: Understand the basic theory needed, test the resulting concepts by simulation and verify these, finally, in the experiment. For optimal learning outcome continuous monitoring of the progress of each individual student is necessary, immediately repeating those subjects which have not been learned successfully. Classically, this is the task of the teacher. In case of remote-controlled experiments this monitoring process and the repetition of subjects should be automated for optimal learning outcome. This paper describes a remote-controlled experiment combining theory, simulation and the experiment itself with an automated monitoring process. Only the evaluation of the experimental results and their comparison to the simulation results has to be checked by a teacher. This paper describes the details of the educational structure for a remote-controlled experiment introducing active filtering of harmonics. For better understanding the content of the learning material (theory and simulation) as well as the results of the experiment and the underlying booking system are shortly presented.

• The Journal of the Korea Contents Association
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• v.22 no.7
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• pp.540-547
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• 2022

Online education is a major trend in the future education change and the COVID-19 pandemic has further accelerated the process. Online education has become an important part of the modern education system because of its stability and continuity. However, the disadvantages of traditional online education can reduce users' experience, thus upgrading online education is the key to future education. Metaverse, as a new platform for online education, redefines the occurrence space of online education, changes the teaching mode and learning and evaluation methods of online education, and shows its development potential. This research analyzed the characteristics of Metaverse and its technological development status, and then proposed an intelligent online education environment construction scheme based focused on Metaverse of art education.

• Knowledge Management Research
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• v.10 no.3
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• pp.51-80
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• 2009

The purpose of this study is to empirically analyze the impact that occurs when Korean organizations make practical use of various information technology tools and systems in the knowledge management process, such as sharing, learning and creating knowledge. Such a process is usually made through online and offline knowledge management activities. This paper also verifies how the externalization of tacit knowledge, and the internalization of explicit knowledge via the Internet and offline socialization activities have altered the mechanisms of knowledge transfers inside organizations. For the research, a survey was conducted on the satisfaction and usability levels of information technology, and the impact of IT usage on the results of knowledge management activities and knowledge transfers. 622 Korean organizations were surveyed, including major listed firms and public organizations. The results were examined as an online/offline integration process using SECI's Model proposed by Nonaka (1994, 1995). The analysis shows that information technology satisfaction and the usage of information technology help accelerate the pace of the knowledge flow and amplify the volume of the knowledge transfer by boosting the externalization and internalization processes-also known as knowledge management activities. However. there is no distinct correlation between information technology and socialization, an offline knowledge transferal activity. In particular, the quality of knowledge-an end result of knowledge transfer-does not improve merely by the externalization of online knowledge and instead requires the internalization of knowledge processes. Above all, the research reveals that offline socialization processes vastly contribute to the improvement of knowledge quality. This paper suggests that in order to ensure a transfer of quality knowledge, an organization or a company should focus on the use of information technology rather than the satisfaction level of information technology, and that knowledge transfers via the Internet has limitations in creating high quality of knowledge. For an organization to ensure the transfer of high-quality knowledge, the organization should not entirely hinge the transfer of knowledge online, as it is essential to have an offline method-a form of socialization such as a 'community of practice.'

• Journal of Digital Convergence
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• v.14 no.10
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• pp.25-32
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• 2016

The current research was to investigate the effects of discussion activities based on Havruta style on elementary school students' social studies communication skills. For this purpose, we examined a comparative study between 5th grade students and other students of partner schools. As research results, first, online classes using video conference equipment and smart devices will enhance the students' interest and participation in class. Second, the Havruta style helps students not only acquire and internalize knowledge by themselves through the course of reciprocal questions and discussions but also improve presentations and participations. Third, it is necessary not only to draft a new lesson plan and to reconstruct the education process for video and online classes but also to develop the classes with a lesson plan after preparations and discussions with colleague teachers; the process of reflection, such as writing a lesson research journal, has a positive effect to improve the quality of cooperative classes. Fourth, using SNS discussion activities to serve as a complementary activity is good, and two teachers can evaluate each of the students' achievement. It is necessary to have a sufficient number of schools where video and online cooperative learning is possible with video equipment provided. To maximize the effect of video and online classes, various studies and teacher trainings are needed. Education office needs to provide a server that enables students in small and large classes to freely engage in cooperative learning.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.