• Journal of Digital Convergence
• /
• v.11 no.4
• /
• pp.409-414
• /
• 2013

The purpose of this study is to verify the effects of partial-cyber and full-cyber lectures and explore directions for improvement. This study compared the mean scores of course evaluation for traditional face-to-face lectures, partial-cyber lectures of blended instruction, and full-cyber lectures. Also, this study interviewed instructors of full-cyber lectures to investigate the ways to enhance the lecture quality. The findings suggest that the course evaluation scores for full-cyber university were consistently lower than those for other types of lectures for four semesters between the years of 2011 and 2012. Results also showed that mean scores of partial-cyber lectures were the same as those of face-to-face lectures. After all, class satisfaction in full-cyber courses that learning occurs in cyber space was the lowest. Instructors who taught full-cyber lectures proposed that enrollment should not be within 60 students and professional assistance should be provided for lectures exceeding 60 students. Finally, they suggested content updates through a collaborative system with professionals, instructors' efforts to enhance interaction in both online and offline contexts, and learning quantity rationalization.

• Journal of Convergence for Information Technology
• /
• v.11 no.12
• /
• pp.138-147
• /
• 2021

This study aims to analyze the characteristics and preferences of learners who participated in college online classes for effective online learning. A total of 101 college students who participated in online classes completed the survey including personal characteristics of students and learning factors that affect online classes. The results showed that male students were more likely than female students to respond that online classes were more effective. Likewise students who learned from video recordings compared to those who learned from real-time lectures. As a result of analyzing the difficulties of online learning, there was a high probability that online learning was ineffective for students who had difficulties in self-learning and asking questions to their lecturers. Likewise, students who spent a lot of time studying online lectures, there was a high probability that online classes would be more effective for students who spent a lot of time on assignments. The results suggest that online learning is more effective for students who learn actively and self-directedly than those who passively participate in classes. This study implies that it is necessary to design online classes based on the characteristics and preferences of learners to improve the quality of education.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.16 no.8
• /
• pp.2751-2771
• /
• 2022

In the post covid-19 era, organizations will experience a new environment. Advances in technologies such as AI and big data, and new experiences such as online meetings and lectures, will increase the use of online communication. Businesses will increasingly engage in online-based information sharing, virtual team operations, and online meetings. This study focuses on meeting climate and satisfaction, to improve the performance of online meetings. Existing studies on meeting climate presuppose off-line situations. Offline and online communication methods and meeting formats are different. This paper proposes new climate types to develop an appropriate climate for online-based meetings. To apply these climates in online meetings, a measurement scale was developed and the impact on online meeting satisfaction was verified. As a result of the study, it was found that the creativity-oriented meeting climate was the most important, and relation-oriented and participation-oriented meeting climates also had a significant effect, while the direction-oriented and task-oriented climates were relatively less important. This study develops new variables and measurements for online meeting climates, and explains their importance. Companies will be able to leverage the appropriate climates for online meetings to improve performance.

• Journal of the Korea Society of Computer and Information
• /
• v.28 no.1
• /
• pp.179-187
• /
• 2023

The purpose of this study was to develop and apply an online-based Arduino programming experience program. In this study, the program was developed and applied based on the contents presented in the ADDIE model and Lee's model. The results of this study were as follows. First, two types of educational program were developed for online use by students of the free semester system. Second, the program content included practical materials such as teaching websites and video lectures. Third, the developed program was applied a total of three times in the school environment and when the student did not attend school. Fourth, analysis of student satisfaction confirmed that the students were satisfied with the development program. The content of this study will serve as a reference for instructors who plan online-based hands-on activities in places where instructors are not readily available, such as islands or mountainous areas.

• Journal of Korea Entertainment Industry Association
• /
• v.15 no.6
• /
• pp.115-125
• /
• 2021

The study presented an online class case focusing on G University's writing course, and analyzed students' satisfaction. Through this, it aimed to analyze the possibility of online education and to explore efficient operation of online writing lectures. According to the result of looking into the online writing class run by G University, students' satisfaction with the online writing class was high. Despite the limited circumstances, students' participation in the class was high and they also actively participated in online correction. However, there was also a challenge to address. Online writing education showed limitations in terms of smooth communication with students. Correction of writing can be done online sufficiently but the limitations of communication should be supplemented to improve the completeness of interactive education. In addition, most of the students participated in online correction, but some did not participate. It is necessary to encourage students to participate voluntarily to make online classes take roots. After all, for the effective operation of online writing classes, strategies and systems for teaching and learning should be prepared for utilization of various educational video media, sufficient learning of theory and practice of writing, and smooth communication between professors and students. Only when these conditions are met, online writing classes will be able to operate steadily.

• Journal of Korean Physical Therapy Science
• /
• v.29 no.4
• /
• pp.54-64
• /
• 2022

Background: This study aims to investigate the perception and actual situation of online classes of college physical therapy students after COVID-19. In addition, it is necessary to conduct a fact-finding survey on how physical therapy students who have experienced online classes think about the online class method, what are the overall problems, and to what extent they are satisfied. Methods: The subjects of this study were 102 students in the 3rd year of physical therapy at University A, and the survey period was from June 10 to June 23, 2020, and the perception and use of online classes and self-regulated learning ability were investigated. Design: Cross-section study. Results: The perception of online lectures, it was found that the perception of online classes after actual online classes was better than the perceptions before watching (utilization), and satisfaction with online classes was generally high. There was a significant difference according to the grades in self regulated learning. The data values measured in this study were analyzed using SPSS (Statistical Package for Social Science) Windows version 12.0 statistical program. Conclusion: These results suggest that in future research, it is necessary to study the perceptions and actual conditions of each class compared to online classes and face-to-face classes.

• Journal of Korea Entertainment Industry Association
• /
• v.14 no.7
• /
• pp.397-408
• /
• 2020

This study conducted a focus group interview with 15 college freshman from J college to find out their experiences in non-face-to-face lectures with COVID-19. The contents of the interview were recorded and conducted, and the meaning was analyzed according to the focus group interview procedure through repeated listening. Components were 'Operation of non-face-to-face lectures in unprepared situations', 'Loss of orientation in lectures and departure from learning', 'One way listening', 'The convenience of taking a lectures'. The experience of 'Operating non-face-to-face lectures in unprepared situations' included the start of mixed non-face-to-face lectures, cumbersome and inconvenient online systems, and the demand for tuition refunds. The experience of 'Loss of orientation in lectures and departure from learning' has experienced difficulty in concentrating on lectures, Deficiency in the degree of recognition of learning content, and burden of assignments and exams. The experience of 'One way listening' has experienced lack of interaction between professors and learners and non reflection of liveliness in the field. Finally, participants experienced satisfaction with being able to lectures and repeat lectures at anytime and anywhere they wanted with the convenience of taking lectures. Based on this study, participants called for improvements in the quality lecture contents and interaction between professors and learners, and it is thought that universities will need administrative and financial support and education design and system construction to construct high-quality lecture contents.

• Educational Technology International
• /
• v.18 no.2
• /
• pp.193-213
• /
• 2017

This study aimed to explore online learning profiles of in-service teachers in South Korea, focusing on video lecture and discussion activities. A total of 269 teachers took an online professional development course for 14 days, using an online learning platform from which web log data were collected. The data showed the frequency of participation and the initial participation time, which was closely related to procrastinating behaviors. A cluster analysis revealed three online learning profiles of in-service teachers: procrastinating (n=42), passive interaction (n=136), and active learning (n=91) clusters. The active learning cluster showed high-level participation in both video lecture and discussion activities from the beginning of the online course, whereas the procrastinating cluster was seldom engaged in learning activities for the first half of the learning period. The passive interaction cluster was actively engaged in watching video lectures from the beginning of the online course but passively participated in discussion activities. As a result, the active learning cluster outperformed the passive interaction cluster in learning achievements. The findings were discussed in regard to how to improve online learning environments through considering online learning profiles of in-service teachers.

• Health Policy and Management
• /
• v.30 no.2
• /
• pp.139-141
• /
• 2020

Coronavirus disease 2019 (COVID-19) is currently in progress. Although it is difficult to predict the end of currently increasing COVID-19, it is expected to last for a long time. The COVID-19 is making a lot of changes. Due to physical distancing and living distancing, non-contacts such as wearing facial masks, online lectures, online medical services, telecommuting, and telemarketing are becoming common. In the era of post-COVID-19, online and offline will coexist. Many countries following China's lockdown strategy, which is agreed with the World Health Organization, should be changed to Taiwan's facial mask strategy for reducing the economic problems. The prolonging COVID-19 will add to the economic difficulties, and the US-China confrontation will be difficult to rebound the global economy. COVID-19, such as plaque, smallpox, and Spanish influenza, will be a historical momentum. How to respond to the crisis of COVID-19 and post-COVID-19 will determine the future of the world and Korea.

• Educational Technology International
• /
• v.22 no.1
• /
• pp.57-85
• /
• 2021

The purpose of this study was to identify learners' perception of teaching activities in online classes that were forcibly switched due to COVID-19, and to compare and analyze differences in importance and performance of online teaching activities according to the level of self-directed learning in university students. To address these goals, 31 university students who took courses operated as online classes at university participated in this study, and the collected data were analyzed according to IPA procedures and methods. As a result, for online teaching activities, class attendance check and encouragement, clarity of class objectives, the ability to deliver the content of learning, and the ability of the instructor to deliver lectures were identified as factors to be constantly emphasized. Depending on the level of self-directed learning, there were significant differences between importance and performance in high level learners' interaction strategy with instructor, interaction strategy with learner, and timely provision of instructor's feedback. On the other hand, there was no significant difference between the importance and performance of online teaching activities for learners with a low level of self-directed learning. Based on these research results, several implications for the design of effective online teaching activities in future university education were proposed.