• The KIPS Transactions:PartA
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• v.8A no.1
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• pp.70-74
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• 2001

A general web-based remote lecture system uses video data and audio data to provide synchronize between teacher and students. This system requires high bandwidth, high speed networking, television, compression and computing technologies between server and client for remote lecture over Internet. As a result, this system can decrease an efficiency for lecturing over current Internet. So, this paper proposes a new mechanism calling as ‘Synchronization of WWW browsers between server and client’to cope with above problems and finally pursues low cost needed for real-time remote lecture over Internet. The mechanism means that every browser of teacher and students displays the same page and the action of teacher is transferred to the browser of student. And, this can be implemented by Windows hooking APIs, Memory Mapping, and DLL (Dynamic Link Library) programming technology. This paper points to the design and implementation of LAS (Lecture Assistant Server) and LAC (Lecture Assistant Client) to perform the synchronization between server and client.

• Journal of the Korean Society of Radiology
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• v.15 no.3
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• pp.381-390
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• 2021

The purpose of this study was to examine the lecture satisfaction of radiological science majors in total remote classes due to coronavirus disease 2019, and influencing factors were analyzed. An online survey was conducted from September 1, 2020 to November 15, 2020, lecture satisfaction, teaching presence, academic motivation, self efficacy, behavior regulation and usage simplicity of remote classes for 458 3 and 4-year radiological science majors located in the Yeongnam area. Lecture satisfaction was significantly different according to grade, self-review time, and preferred teaching method. In addition, lecture satisfaction showed a significant positive corrleation with the teaching presence and usage simplicity of remote classes. In the multiple regression model, lecture satisfaction showed a significant explanatory power of 45.7% through usage simplicity, teaching presence, self efficacy and academic motivation. This study was attempted to provide basic data to increase the effect of remote classes at universities that are expected to expand in the post-corona.

• Proceedings of the IEEK Conference
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• 2003.07c
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• pp.2649-2652
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• 2003

In this Paper, an Audio-Visual Teaching aid (AVTA) for use in a classroom and with Internet is presented. A system, which was designed and tested, consists of a wireless Microphone system, Text to Speech conversion Software, Noise filtering circuit and a Computer. An IBM compatible PC with sound card and Network Interface card and a Web browser and a voice and text messenger service were used to provide slightly delayed text and also voice over the internet for remote teaming, while providing scrolling text from a real time lecture in a classroom. The motivation for design of this system, was to aid Korean students who may have difficulty in listening comprehension while have, fairly good reading ability of text. This application of this system is twofold. On one hand it will help the students in a class to view and listen to a lecture, and on the other hand, it will serve as a vehicle for remote access (audio and text) for a classroom lecture. The project provides a simple and low cost solution to remote learning and also allows a student to have access to classroom in emergency situations when the student, can not attend a class. In addition, such system allows the student in capturing a teacher's lecture in audio and text form, without the need to be present in class or having to take many notes. This system will therefore help students in many ways.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.605-611
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• 2018

On-Line Lectures are becoming more common due to the MOOK service and the expansion of national policy in Korea. Especially, It is being changed to new remote mixed style from traditional lecture in universities. We propose and implement a remote contents making tool with audio synchronization function based on more with less resources. To implement our proposed algorithm, we design an interactive interface to assign multiple cutting intervals and convert an input video to print a new result. In experimental, we can confirm our algorithm works properly with average performance value 9.3% cpu share ratio and 87mega byte ram usage(CPU 2.60GHz, 820*600 Area).

• Journal of Digital Convergence
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• v.18 no.9
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• pp.317-322
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• 2020

The purpose of this study is to lay the groundwork for the operation method for correctly operating remote lectures at universities. Among the universities that started non-face-to-face classes due to 'COVID-19', college students and graduate students from some universities who conducted remote lectures through Cisco's Webex meeting were studied on how to operate the remote lecture platform. First, the requirements for lectures for remote lectures were established through the literature survey, and effective operation measures were proposed through the survey. The research method was conducted on a total of 45 college and graduate students from April 21 to May 15, 2020. The results of the study showed that the operation plan for the basic and meeting elements. Based on this study, we expect it to be used in disaster situations or classes that may occur after COVID-19. In the future, the usability evaluation of the remote class platform and the direction in which the domestic remote lecture platform should move should be presented.

• Journal of the Korean Society of Radiology
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• v.14 no.4
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• pp.405-413
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• 2020

Expectations and interests in blended learning are increasing as universities respond to the educational flow of transition to e-learning. This study analyzed the difference between the satisfaction of students in the first grade of radiology and the general characteristics of the subjects when applying blended learning. First, the satisfaction according to the class type was the highest in blended learning classes at 47.2%, followed by lecture room classes at 30.6% and remote classes at 22.2%. Second, the place where the remote lecture was watched by viewing the remote class according to the general characteristics was the highest at 94.4%. The most common medium for attending the remote class was using a PC, with 72.2%, and there was no significant difference in the remote class viewing method (p>0.05). Third, the appropriateness of the blended learning, "Remote lectures and lecture room lectures were properly conducted," had the highest score of 4.27±0.70. In addition, there was no significant difference in response to the teaching method according to gender and age (p>0.05). Fourth, the technology and system support,'Technical support and system support must be done when taking a remote lecture,' showed the highest score of 3.41±0.96. The lack of communication between professors and students,'In the remote class, communication between professors and students is insufficient' was the lowest with 2.88±1.00. In addition, there was no significant difference in the improvement of class according to gender and age (p>0.05). Through this study, it was intended to serve as a basis for the plans of blended classes and the policies of schools that introduced blended classes.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2007.06a
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• pp.619-622
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• 2007

PDA provides an opportunity for users to study anytime and anywhere because it is portable and convenient thanks to its relatively small size. However, users may face difficulties to fully recognize the characters provided through lecture videos, due to its low resolution and small scaled screen. This thesis proposes a system of remote lecture in which the size of videos can be adjusted and transmitted on the basis of contents necessary for study, using detection of region-of-interest(ROI) image, and a method of image scaling in a bid to solve such a problem of PDAs. The experiment on 802.11b wireless network shows that the proposed system is able to provide more optimized lecture videos than in existing method.

• Journal of Digital Contents Society
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• v.6 no.1
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• pp.13-17
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• 2005

With the development of internet and networking technology, on-line remote educations in many area are being experimented. As on-line remote educations become more common, many people make multimedia contents for educational purpose. We designed and implemented a lecture authoring tool which provide easy way to build educational multimedia contents. We implemented the authoring tool with Java JMF, which can be executed any computer hardware. The purpose of this paper is to share the experience of implementing authoring tool and the implementation result of the authoring tool using Java JMF.

• Journal of Korea Multimedia Society
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• v.6 no.3
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• pp.527-538
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• 2003

The contents of remote lectures are written by authoring tools or animation tools. Written contents then integrate existing medias, and are stored in a file type, which is added to the lecturing activities of lecturers. These files are stored according to the kinds of each authoring tool. So, there is no interchangeability and the efficiency of each media is not so good. Due to these structural features, it is not possible to do streaming lectures in on-line environments. In this study, a technique was suggested, which guarantees the interchangeability of remote lecturing contents using SMIL which is a synchronizing multimedia language. The suggested technique is an extended type of SMIL, and includes tags to represent the lectures of tutors which are the specific feature of remote lectures. Additionally, a model, which does streaming SMIL remote lecture contents through on-line, and which transfers control techniques are suggested. The remote lecture contents established by the proposed method can be applied to all authoring tools for remote lectures just by installing conversion modules, and can be a kind of expression model of the synchronizing model for streaming service in on-line environment.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.397-404
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• 2021

This study examined how different types of remote video lectures, which universities are using in earnest now due to the COVID-19 pandemic, impact the academic achievement of learners. Zoom-based remote video lectures were divided into two types-general lecture-centered and group task-oriented-and experimental and control groups were set up accordingly. An achievement test and a questionnaire were conducted to determine how academic achievement differed between these two approaches. The achievement test revealed no significant differences in achievement scores between the two groups. Meanwhile, the questionnaire regarding satisfaction with Zoom-based video lectures indicated that both groups were highly satisfied. Participants in the general lecture-centered type group cited the effect of learning, their instructors' class preparation and attitudes towards the class, and the promotion of participation in learning activities as the causes of their satisfaction, while participants in the task-oriented type group highlighted communication and sharing, the efficiency of group discussions, and the moderate difficulty level of group tasks as the reasons for their satisfaction with the video lectures. Remote video lectures in the untact era are becoming increasingly common, and educators will need to develop various Zoom-based teaching strategies to maximize their efficiency.