• Journal of Engineering Education Research
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• v.24 no.1
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• pp.34-45
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• 2021

This research is a case study about "Critical Thinking and Debate Education" class which was done for freshmen at the engineering college of "S" Women's University. Real time remote classes through LMS and ZOOM were the most effective tools under on-line circumstances, considering the fact that video lectures only cannot cultivate students' capabilities of critical thinking and communication. Throughout the analysis on students' self-reflection journals and lecture evaluations, this paper examined considerable future points and the pros and cons of "Critical Thinking and Debate Education" under online presentation and discussion situation. As research outputs, students told they could feel less nervousness and anxiety when they exercise and have a presentation because they could choose familiar space for them. In addition, students also told that they feel comfortable about both self-feedback and peer evaluation, repeatedly seeing the recorded video clip. However, on the contrary, sometimes students felt uncomfortable due to unstable internet connection through the online classes, and they also were regretful about the missing chances of interaction between a teacher and students and of intimate exchanges among students. They also told they had felt a kind of limit of enhancing their presentation skills just in front of the monitor. Considering these outcomes, this research paper points out that online education needs to be proceeded by strengthening multi layered feedback to students with the build-up of a non-face-to-face stable educational infrastructure, application of online instructional strategy, and utilization of YouTube platform and video contents. Through this research paper, I hope the new system of encompassing on/off line "Critical Thinking and Debate Education" and effective teaching and learning method can be developed soon by strengthening the strength of online education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.272-275
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• 2022

Large-scale online platforms such as MOOCs-Massive Open Online Courses, which provide a variety of educational contents, have provided a learning environment that allows students to freely access and learn anytime and anywhere. Currently, the proportion of online lectures and home-based learning is increasing, and portfolio or experience-based learning such as bootcamp, field activities, and team project-based group learning are also being actively carried out for educational outcomes. At present, interest in nano or microdegree focused on core technology in units of hours or credits is increasing significantly because such strategic intensive education enables effective learning in terms of continuity and efficiency of education. In an era of large changes in job market due to the reorganization of the industrial structure by new technologies, intensive education in specialized new technology fields such as smart mobility, big data, and artificial intelligence is much more conducive to finding a job. With this reason it is attracting attention as an alternative to lifelong learning are receiving In this paper we propose an educational platform that can efficiently and effectively support the purpose learning for the personalized microdegree education in the online learning era.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.401-407
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• 2024

The present research intends to examine how online learners' digital literacy skills affects their learning flow and academic self-efficacy in the universities. The data were collected from a group of 228 students taking online course at the four-year university in Cheonan. The collected data were analyzed with the SPSS 29.0 program: descriptive statistics, correlation analysis and regression analysis. As a result of this study, the digital literacy skills of university students taking cyber lectures were found to have a statistically significant positive correlation with learning flow in online classes and academic self-efficacy. Through this study, it is hoped to provide an opportunity to explore ways to improve learning flow and academic self-efficacy as the problems of non-face-to-face classes. Therefore, in order to ensure the quality of online classes, it is hoped to expand educational opportunities such as various research and programs that can improve digital literacy skills.

• Journal of the Korea Society of Computer and Information
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• v.19 no.12
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• pp.267-274
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• 2014

Even though computer based college lecture management system was developed long ago and has been used ever since, developing perfect lecture management is not simple. The main objective of this system is to develop appropriate online lecture supportive management program suitable for college lectures. This system [ADLEMS] mainly focuses on the management of college database lectures, exams, and grades. This system supports management and grading of attendance, reports, quizzes, mid-term, and final exams. Exam management categorizes into multiple choice questions, essay questions, short answer questions, and SQL. Especially for SQL, division analysis was applied when developing grading system for more effective grade management. For essay questions and short answer questions, manual [hand] grading method was used. Every student can verify the grading process in person to alleviate the problems occurring during the grading process.

• Journal of information and communication convergence engineering
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• v.2 no.2
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• pp.80-83
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• 2004

The core purpose of the system proposed in this paper is to help learners pursue proactive and self-oriented education by allowing learners to proactively configure their own content, that is, learners no longer have to be restricted by prescribed sequence of lectures. Although a variety of standardization and Learning Management System (LMS) were produced to develop and effectively manage web contents in response to active diffusion of internet application, practical changes to assist online learners are not yet to be found. In this paper, I would like to introduce a LMS that can support self-leading education by providing various types of learners at Virtual University with delicately organized educational contents for maximum efficiency. The system allows a learner to select a lecture or a chapter which has been presorted to meet his educational needs and intellectual ability. In general, most LMSs cannot meet every individual's educational needs because they structure their programs by letting learners simply choose from a list of available lectures at prescribed level or difficulty. However the Self-Leading LMS eliminates such boundaries by allowing learners to choose contents and difficulty within the limit set by their own educational competence.

• The Journal of Information Systems
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• v.29 no.4
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• pp.45-56
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• 2020

Purpose The purpose of this study is to present the direction of efficient e-learning education through the importance and satisfaction survey of learners of non-face-to-face video lectures. Therefore, by grasping the degree of satisfaction of the importance ratio through the IPA analysis method, we try to present improvement measures for insufficient education methods. Design/methodology/approach For IPA analysis, we conducted an online survey of four universities and analyzed 154 samples. The analysis method used SPSS, and through the wordcloud analysis method of R, the suggestions for the non-face-to-face lecture method felt by learners were analyzed to derive implications for improving the quality of education. Findings As a result of the overall satisfaction survey for the entire non-face-to-face class, the factors with the greatest dissatisfaction are listed as follows. Complaints about the adequacy of learning materials and activities (quiz, discussion, assignments, etc.), Complaints about how to use the produced content, and complaints about announcements about class management (lecture schedule, lecture method) were identified in order. The factors of dissatisfaction were clear in the non-face-to-face class where interactive communication was impossible or insufficient. In addition to the lack of quick Q&A, there seems to have been a phenomenon of some neglect.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.188-193
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• 2021

This is a group pretest-posttest design study that aim to evaluate the effect of self-reflection promotion program of nursing students. The subjects of this study were 42 first-year nursing students. The data was collected from October 5 to November 2, 2020. A questionnaire was used to measure self-reflection and self-efficacy. The self-reflection promotion program was operated for a total of 8 hours in 4 sessions over 4 weeks. Online lectures were conducted using books, movies, and art recommended by expert. The subjects could take lectures using their smartphones, laptops, desktops, and tablet PC. As a result of the study, self-reflection was significantly improved after intervention than before intervention (t=-2.594, p=.013). In the sub-items, self-exploration and self-understanding were statistically significantly improved (t=-2.527, p=.015; t=-2.471, p=.018). However, other-exploration and other-understanding were not statistically significant (t=-1.226, p=.227; t=-.758, p=.453). The self-efficacy of the subjects was not statistically significant (t=-.170, p=.866). In future research, it will be necessary to develop and verify specific teaching and learning methods utilizing various contents that can improve self-reflection for nursing students.

• Journal of Korean Dental Hygiene Science
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• v.4 no.2
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• pp.53-65
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• 2021

Background: To survey and analyze awareness and recognition during a non-face-to-face lecture, and satisfaction with among dental technology students. Methods: Total 179 undergraduates were surveyed from the Department of Dental Technology. Frequency analysis, cross analysis, independent sample t-test, correlation analysis, and multiple regression analysis were used for analyzing statistics. Results: Overall satisfaction with the non-face-to-face lecture was the highest (p=.037) while watching a recorded lecture in the theory curriculum subject. In the case of practical subjects, satisfaction with face-to-face lectures appeared to be higher (p=.039) compared to non-face-to-face lectures. Factors influencing the recognition of non-face-to-face lecture quality included awareness of a place to conduct a class and of face-to-face delivered lecture quality, satisfaction with face-to-face lecture, and satisfaction with non-face-to-face lecture. Factors affecting satisfaction with a non-face-to-face lecture included a place to conduct a class, the most effective theory non-face-to-face class method, the method of having been experienced the most among non-face-to-face lecture methods, and the recognition of non-face-to-face lecture quality. Conclusions: Future educational environment should include combined face-to-face and non-face-to-face lectures. An efficient educational indicator will be needed to evaluate learners' assessments and opinions about online classes, followed by its application to teaching methods.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.73-80
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• 2023

The advancement of online technology in the 21st century has increased online courses and web-based communication in higher education. This type of education is not limited by time or location and has made it possible to expand university campuses globally and broaden the reach of university education to the general public and students from other universities. Changes such as a decrease in the school-age population and a reorganization of the university structure have also created an opportunity to change the perception of online education. In this paper, we conducted surveys on K University students, high school seniors, and the general public to assess their satisfaction with online courses, identify areas that require massive online courses, and determine students' needs for the operation of massive online courses. The survey showed that K University students are generally satisfied with online courses. However, improvements are needed to ensure a smooth online course-taking environment, increase system uniformity, and enhance the overall online course environment. High school students have a strong preference for natural science and should be offered online courses in subjects such as mathematics and physics as prerequisites to prepare for their major classes. The general public prefers the humanities, which is evident in the purpose of the liberal arts lectures.

• Journal of the Korean Society of Radiology
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• v.16 no.1
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• pp.35-43
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• 2022

In this study, a survey was conducted and analyzed to find out the satisfaction of online classes among students enrolled in the radiology department of a university located in Busan city. As a result, in terms of satisfaction with online classes, male scores were higher, but there was no statistically significant difference. In the interdisciplinary system, the satisfaction score of the students enrolled in Bachelor's degree was high, and there was a statistically significant difference except for the satisfaction of learning participation (p<0.001, p<0.05). For class satisfaction by grade level, Senior had higher scores, and there were statistically significant differences except for learning participation satisfaction (p<0.001, p<0.01, p<0.05). In the satisfaction survey according to the number of lectures, the scores of the students who took 4-7 lectures were found to be high except for the satisfaction of learning participation, and there was a statistically significant difference (p<0.01, p<0.05). In the method of communication with the instructor, students who used e-mail showed high scores, and there was a statistically significant difference in lecture satisfaction (p<0.05). In the correlation analysis between sub-variables for online classes, statistically significant correlations were established in all areas. Most of the students preferred class methods such as recorded classes and classes using external content such as YouTube, and when asked about the merits of online classes, many students answered that the advantages of online classes were repetitive classes and no restrictions on time and place. When asked about the shortcomings of online classes, many students answered that it was a lack of concentration and lack of communication with the instructor. This study was conducted to provide basic data to improve the satisfaction of online classes that will increase in the future. Therefore, based on the results of this study, it is expected that more quality online classes will be produced so that students' satisfaction with online classes can be improved.