• Journal of The Korean Association of Information Education
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• v.22 no.3
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• pp.307-316
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• 2018

In this study, we conduct SW education using robot in elementary school, to examine the effects of SW education using robot and identify differences dependeing on the presence of assistance teacher. In order to achieve the purpose of this study, SW education using robot was conducted to 29 students. After collecting data, we examined mean difference using matched pair t-test and ANCOVA. Our results show that SW education using robot significantly improved CT and attitudes toward robots. CT, however, was not significantly improved in control group. Further, although improvement in attitudes toward robots was not associated with presence of assistance teacher, presence of assistance teacher did play a role in improvement of CT. This study was investigated effects of the SW education using robot and identify differences depending on the presence of assistant teacher, and expanded the understanding of the SW education using robot.

• Knowledge Management Research
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• v.21 no.2
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• pp.119-135
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• 2020

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.