• Journal of Industrial Convergence
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• v.20 no.11
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• pp.41-47
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• 2022

This study explored the academic emotions of university freshmen depending on the type of online class(pre-recorded lecture vs. real time online class) that they took during the COVID-19 lockdown. 170 freshmen participated in the survey based on the 'Academic Emotion Questionnaire(AEQ)', and the statistical results are as follows; Firstly, research showed that the participants felt higher positive emotions for pre-recorded lecture than for real time online class, and higher negative emotions for real time online class than for pre-recorded lecture(p < .01). Secondly, participants felt different emotions depending on English level(p < .01). Thirdly, participants felt different emotions depending on their majors(p < .01). Students majoring in science & engineering felt higher positive emotions than those in humanities & social studies in pre-recorded lecture class. Fourthly, participants felt different emotions depending on gender(p < .01). Female students felt higher negative emotions than male students. Finally, the pedagogical implications and suggestions were discussed.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.2
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• pp.79-87
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• 2023

On-line learning has been adopted as a major educational method due to the COVID-19 pandemic. Students and faculties got accustomed to on-line educational environment as they experienced it during the COVID-19 pandemic. Development of various technologies and social requirement for educational renovation lay groundwork for on-line learning as well. Therefore, on-line learning or blended learning will be likely to go on after the end of COVID-19 pandemic and it is necessary to prepare the guidelines for effective utilizing on-line learning. The primary purpose of this study is to examine the learning behaviors and the learning effects by using LMS data. Learning behaviors were measured in terms of learning time and access frequency for pre-recorded video lectures targeting computer-practice classes. The results of empirical analysis reveal that frequency was the significant predictor of course achievements but learning time was not. The findings of empirical analysis will provide insights that the effective planning and designing on-line classes based on learning behaviors are key to enhancing learning effects and learner's satisfaction.

• Journal of Technologic Dentistry
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• v.43 no.2
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• pp.62-68
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• 2021

Purpose: This study examined the correlations between the satisfaction and effectiveness of practical training and theory lectures under two conditions: face-to-face lectures and non-face-to-face online lectures. Methods: A survey of 436 public health student, whereafter SPSS 20.0 (IBM) was used on the data to conduct frequency, descriptive statistics, and exploratory factor analyses. The Cronbach's α value was estimated in a reliability analysis, and a simple regression analysis was conducted to verify the study hypothesis. Results: It was found that the students preferred pre-recorded lectures online for both practical training and theory, claiming that when compared with face-to-face lectures, these non-face-to-face lectures meant a shorter commute and the ability to repeat the content. However, it was admitted that technical issues such as facilities or access difficulties and lower concentration could be a problem. The hypothesis that course satisfaction affects lecture effectiveness was verified, with both the practical training and theory lectures found to have a statistically significant positive (+) effect. The explanatory power of student satisfaction on the effectiveness of the theory component was slightly higher than that of the practical training component, with the students having more positive perceptions on the necessity of face-to-face lectures in practical training than they did for those in theoretical instruction. Conclusion: Providing non-face-to-face online theory courses and face-to-face practical training courses could increase student satisfaction and lecture effectiveness.

• Journal of Engineering Education Research
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• v.27 no.5
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• pp.10-16
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• 2024

This paper examines the correlation between midterm and final evaluations using quantitative assessment data from an online liberal arts course titled "Software and Computational Thinking" over four semesters. The course was conducted through pre-recorded video lectures, and the same conditions were maintained throughout the four semesters. The study results showed that the course satisfaction rate in the final evaluations was lower than that in the midterm evaluations across all assessment items. This is likely because improvements based on student feedback from the midterm evaluations were not implemented within the same semester, and the rate of insincere responses increased in the final evaluations. Moreover, objective evaluation items such as "Adherence to Syllabus" and "Relevance of Lecture Content" showed a statistically significant correlation between midterm and final evaluations. However, for assessment items where subjective judgment, such as "Lecture Comprehension", is important, no significant consistency was observed between midterm and final evaluations over the four semesters. The evaluation of subjective assessment items is closely related to the perceived difficulty of the lectures by the students, and in engineering-related courses, this connection is even stronger. Therefore, in the case of liberal arts courses in engineering, where students from various majors are enrolled, it is natural that the perceived difficulty of the lectures differs among students as the course progresses, and that the change in perceived difficulty between the midterm and final evaluations also varies. As a result, it is understandable that there is a lack of consistency in subjective evaluation items between the midterm and final evaluations. These findings suggest that to enhance student satisfaction and maintain consistency in course evaluations throughout the semester in engineering liberal arts courses, it is necessary to design and operate the lectures with differentiated practical content tailored to the academic backgrounds of the students.

• Journal of Korean Home Economics Education Association
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• v.31 no.1
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• pp.39-58
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• 2019

The purpose of this study was to investigate the home economics pre-service teachers' verbal interactions during their teaching practicum. For this purpose, the class interactions of four pre-service teachers were recorded, and the data were analyzed using advanced Flanders' verbal interaction analysis. The major findings are as follows: First, the item with the highest proportion of occurrences consisted of the pre-service teachers' 'lectures', 'nonverbal conditions' and 'asks questions'. 'forms a positive learning atmosphere' and 'praises or encourages' exhibited fewer occurrences, and there was little 'giving direction', 'criticizing students or justifying authority'. Second, the instances of class interactions appeared in the form of 'asks questions-student talk response' or 'lecture-asks questions', and in the last class were 'ask questions-student talk initiation' and 'accepts or uses ideas of students'. Third, trends of verbal interactions tend to be generally indirect, and students' remarks have appeared acceptable and compassionate. Fourth, according to expert analysis, 'class management questions' and 'diffusion questions' have increased. Pre-service teachers can guide students through their learning activities, and students can expand their thinking through the teachers' questions. As these results demonstrate, self-study analyses of pre-service teachers and active support in field are needed.

• Journal of Convergence for Information Technology
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• v.11 no.7
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• pp.118-127
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• 2021

This study aims to examine satisfaction of nursing students with online classes during first semester of 2020 after COVID-19 pandemic and the difference in satisfaction according to general and online-related characteristics. An online survey was conducted for all nursing students, and subsequently 627 responses were analyzed by t-test and ANOVA with SPSS WIN. Result reveals that students ability to use IT devices was above average, and most of them used laptop computers. Pre-recorded video lecture format was used the most, and improvement of online content was demanded the highest. Overall satisfaction with online classes was scored 3.0/5.0, with the highest satisfaction for anytime and anywhere learning, and the lowest satisfaction in recommending online classes to others. There were significant differences between self-evaluation on own grade, ability to use IT devices, format of online classes, and satisfaction about online classes. Through this study, it would be possible to suggest a plan to increase satisfaction of online class and basic data to establish university policy for online classes after COVID-19.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.739-756
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• 2016

The purpose of the study is to reflect on 'myself' as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator's course since March 2016 after the preliminary practice in 2015. The video recorded the course for 11 weeks with about 40 hours of lessons. The data source also included teacher educator's reflective journals, lecture evaluations, online boards and so on. Questionnaires were distributed and answered both at the beginning and at the end of the course and pre-service teachers wrote their reflective journals. Four of them were in the focus group interviews. During the course, the weekly group meeting of critical collaborators analyzed the emerging issues based on the lesson clips and teacher educator's reflective journals with discussion for the course innovation. Four phases were revealed in the process and for the purpose of the course such as exploration, conflicts, challenges, and changes. The results showed that first, we identified tensions among the teacher educator's multiple identities as a lecturer, a faculty member, and a researcher. Second, there were differences between goals of teacher educator and pre-service teachers in the course, and this obstructed the success of the course sometimes. Third, these practices led to explore balanced alternative views and interpretations of the problem by critical views and to expand and improve our teaching practice and thinking. In addition, the self-study with critical collaborators helped to bring conflicts and issues below my practice to light for collaborative reflection and it gave a chance to understand ourselves as teacher educators in different ways.

• (The) Research of the performance art and culture
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• no.37
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• pp.391-435
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• 2018

This is the first study in Musicology that discusses the features of Kangwon Sangkangrye(the pre-lecture ritual in Buddhism). In this thesis, I reviewed and compared the similarity and uniqueness between Kangwon Sangkangrye in "Seokmunuibom" and the one being performed these days. The musical relation between the performance shown in the historical record and the one in contemporary ritual was illustrated here based on the findings derived from the anlaysis on its bell(小鐘) performance. The analysis made upon musical sources recorded on-site shows the characteristics of contemporary Kangwon Sangkangrye. Following is a brief summary of this study. The review and comparison between Kangwon Sangkangrae in "Seokmunuibom" and the one being performed these days showed that the second type, which was significantly different from the first type, was closer to that of the historical record. The performers at Unmunsa Temple and Chungamsa Temple seemed to be following the tradition bell(小鐘) performance style which was found in the text of the historical record. Through the analysis on Kangwon Sangkangrae, I found that it has musical characteristics as follows. The vocal range of type 1 and type 2 was mostly performed within Minor 7th and didn't exceed the perfect 8th. The melodic structure of type 1 starts with do'-la of naedeureum and ended with the melody which downscaled from do' and finalized from mi to la. Usually the mode was in menari-tori but at some lecture halls a few cases found to be upscaled from sol to la which differentiates it from the typical menari-tori of folk songs. Like the typical way of traditional rites, the singing was divided into two parts: the leading call and the following choral response. Most were sung to be one syllable on one or two tones or one syllable lasting for several tones and the musical forms were varied by musical pieces. Meantime, Sangkangrae at Haeinsa Temple was differed from that of the other temples in terms of ritual procedure and vocal style. It added Korean version of and the lead vocal skipped the first phrase of the Sasul. The melodic structure of Type 2 started with do'-la of naedeureum and was finalized as the same way of Type 1. The mode of was not the same as typical menari-tori but the Jeongrye(prostration) and Balweon(a great vow) were identical to the menari-tori of folk songs. The singing was done in two forms, solo and unison, and the lyric-attachment of Gesong was one syllable for one or two tones and that of Jeongrye and Balweon were one syllable for one or two tones + one syllable for several tones. The musical form of Jeongrye is A-B-C and A-C. Balweon didn't display a certain periodicity but still maintained sense of unity and formality through repetition of the finalizing melody.