• Journal of Engineering Education Research
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• v.24 no.5
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• pp.3-14
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• 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 information and communication convergence engineering
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• v.18 no.4
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• pp.239-244
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• 2020

This study analyzed the influencing factors of learning engagement and teaching presence in online programming practice classes. The subjects of this study were students enrolled in an industrial specialized high school, who practiced creating Arduino circuits and programming using a web-based virtual practice tool called Tinkercad. This research adopted a tool that can measure task value, learning flow, learning engagement, and teaching presence. Based on this analysis, learning flow had a mediating effect between task value and online learning engagement, as well as between task value and teaching presence. Increasing learning engagement in online classes requires sensitizing the learners about task value, using hands-on platforms available online, and expanding interaction with instructors to increase learning flow of students. Furthermore, using virtual hands-on tools in online programming classes is relevant in increasing learning engagement. Future research tasks include: confirming the effectiveness of online learning engagement and teaching presence through pre- and post-tests, and conducting research on various practical subjects.

• 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.

• International journal of advanced smart convergence
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• v.9 no.4
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• pp.179-183
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• 2020

The online education platform market is developing rapidly after the coronavirus infection-19 pandemic. As school classes at various levels are converted to non-face-to-face classes, interest in non-face-to-face online education is increasing more than ever. However, the majority of online platforms currently used are limited to the fragmentary functions of simply delivering images, voice and messages, and there are limitations to online hands-on training. Indeed, digital transformation is a traditional business method for increasing coding education and a corporate approach to service operation innovation strategy computing thinking power and platform model. There are many ways to evaluate a computer programmer's ability. Generally, piecemeal evaluation methods are used to evaluate results in time through coding tests. In this study, the purpose of this study is to propose a comprehensive evaluation of not only the results of writing, but also the execution process of the results, etc., and to evaluate the programmer's propensity habits based on the programmer's coding experience to evaluate the programmer's ability and productivity.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.53-61
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• 2019

Recently, there are various reports on the case of using an Online Judge(OJ) system that enables students to develop problem solving abilities based on algorithms and programming. If informatics teachers and prospective informatics teachers have the ability to build and operate these systems for their school and students, they will be equipped with powerful instructional competencies related to computational thinking and problem solving ability. Therefore, this paper studied how to build and customize HUSTOJ-based open source online judge systems for school informatics education, and suggested the direction to apply it effectively at the school.

• Educational Technology International
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• v.19 no.1
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• Journal of Distribution Science
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• v.20 no.6
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• pp.75-86
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• 2022

Purpose: This research aims to provide empirical evidence on the impact of digital literacy on behavioural intention regarding using technology for distribution of higher education. Design, Methodology, and Approach: Quantitative analysis was carried out using Covariance-Based Structural Equation Model with data collected from 901 students who fully experienced 2-year study online at different universities in Vietnam. The structural model was built with digital literacy as the primary indicator and other variables were included based on modified version of Unified Theory of Acceptance and Use of Technology (UTAUT2) by adopting performance expectancy, effort expectancy, social influence, habit, and hedonic motivation variables specifically for education sector. Self-efficacy was added to eliminate possible bias in technology acceptance. Results: From the results of model estimation, digital literacy presented positive impact on the online distribution of higher education in Vietnam. The mediating effects of various indicators such as performance expectancy, effort expectancy, social influence, habit, hedonic motivation, and self-efficacy are significantly determined by research model. Conclusion: The higher level of digital literacy of the students, the more likely that they will use technology in higher education study, especially online learning. Additionally, the mediating effects of indicators from the UTAUT2 theoretical model were also evident to be positively significant.

• International Journal of Contents
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• v.15 no.4
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• pp.89-96
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• 2019

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

• International Journal of Advanced Culture Technology
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• v.11 no.3
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• pp.113-121
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• 2023

The purpose of this study is to verify whether there is a difference in boredom between education types (offline vs. online) in the mandatory education scene, and to explore the moderator effect of meaning making activities in the relationship between education types and boredom. In this study, 197 college students were divided into offline and online groups and they participated in mandatory education. The meaning making activity was operationalized based on the meaning discovery scale. As a result of the study, the state boredom after mandatory education was significantly higher in the online group than in the offline group. However, meaning making activities did not moderate the relationship between education type and the state boredom. Through further analysis, it was found that boredom in both groups significantly decreased after the meaning making activity.

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