• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.223-231
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• 2022

Covid-19, which has made a huge difference in our daily lives, has also brought major changes to our college education. As the class was changed from the traditional face-to-face class to a non face-to-face class, both teachers and students had difficulties in adapting, and problems such as the occurrence of academic achievement gaps due to non face-to-face classes were also raised. Therefore, this study aims to find out what attitudes students have toward non-face-to-face classes at universities caused by Covid-19. Accordingly, this study tried to identify the types of subjective perceptions college students have toward non-face-to-face classes by applying the Q methodology, and to suggest points for reference in the development and improvement of non-face-to-face classes in the future. Five types were found as a result of analysis using 30 P samples and 34 Q samples. First, learning efficiency-oriented type, second, class participation and communication-oriented type, third, non-face-to-face class active acceptance and utilization type, fourth, dissatisfaction type due to remote system and equipment operation errors, fifth, passive response type according to the situation to be. From the results of this study, it seems that it is necessary to develop an educational method for effective non-face-to-face class considering the characteristics of each type, and the merits of non-face-to-face classes, especially recorded lectures, in terms of learning efficiency, are evident. Therefore, even if face-to-face classes are conducted entirely at universities, it is believed that providing video-recorded lectures in class will be of great help to students' learning.

• Journal of The Korean Association of Information Education
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• v.8 no.2
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• pp.167-176
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• 2004

Due to the development of information communication technology, educational environment has undergone much change and various types of teaching and learning methods based on information communication technology has been suggested. Recently, remote education using the internet are also spreading. However, in current classrooms, students are asked to do an teacher-centered assignment, which they are required to collect and report some information using the internet. This method does not help students use the advantages of learning using the internet, which stimulate students-students interaction and teacher-students interaction.Thus, this study focused on the problem-based learning system based on video communication technology. The researcher designed the problem-based learning system based on video communication technology and applied the system to classes at elementary school. The results were analyzed in terms of students-students interaction and teacher-students interaction in the internet. This research found that the problem-based learning system stimulates teacher and students communication and has positive effects on students' attitude and interest in learning. This research proposes that the traditional teacher-centered teaching method can be supplemented with cyber space learning, which has the merit of problem-based learning model.

• Communications of Mathematical Education
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• v.35 no.2
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• pp.173-191
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• 2021

This study noted that a survey of teachers in a leading study conducted in Korea during the Pandemics period pointed out that the "real-time interactive" classes account for a significantly small portion of the remote class format. Contentually, the study reported cases of developing and applying "real-time interactive" class materials based on "planar decision requirements" of high school mathematics subject geometry. The teacher who participated in the development was a math teacher who worked at a Seoul-based high school with 28 years of high school teaching experience, and a teacher who was in charge of geometry in the math department in 2020. The development teacher decided to develop real-time interactive classes. In particular, the materials were developed by organizing the class guidance plan in four stages: 'Meeting and Class Guidance', 'Giving motivation', 'Suggesting tasks', 'Individual Investigative Activities and Teacher Feedback' and 'Reflection and Evaluation' which were selected through the process of selecting the class contents and selecting online class tools. At this time, the development teacher produced and presented about five minutes of video material using the videooscribe, a whiteboard animation program. And in case of task number 8, it consisted of recording the students' free thoughts after class, which served as a role of assessment by students themselves and providing feedback to their teachers. This study is a case study that introduces a series of courses in which field teachers develop class materials, and in addition to presenting class materials that can be applied directly to classes, is a result of a study that focuses on the role of presenting samples for future class data development. The materials developed were verified as class materials based on the opinions of the students who participated in the class and the results of the evaluation commissioned by the three math teachers.

• Journal of Digital Convergence
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• v.16 no.10
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• pp.1-9
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• 2018

The purpose of this study is to examine the concepts and types of cross-cultural collaborative online learning that enhance the utilization of advanced ICT in education and contribute to the promotion of educational exchanges between countries, and suggest exchange learning design models necessary for the active introduction. For this study, previous studies related to cross-cultural collaborative online learning were examined. As a result, cross-cultural collaborative online learning is an educational method based on constructivism that explore and construct knowledge by interacting and collaborating with students, teachers, and field experts who are linguistically and culturally heterogeneous based on advanced ICT. The type of cross-cultural collaborative online learning could be divided into synchronous exchange learning centered on remote video classes and asynchronous exchange learning centered on website based tasks. A PPIE learning design model considering the characteristics of each type is presented.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.705-712
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• 2022

The pandemic over the past three years has brought drastic changes in our lives, and those changes are now becoming a natural part of our daily lives. Daily life and economic activities based on online, such as video conferencing, remote classes, telecommuting, and online streaming services, have become daily routines after Corona. And the result of rapid development of communication and graphic technology is the metaverse. Therefore, the purpose of this study is to study the possibility from the perspective of public design for the correct use of the metaverse space of local governments. To this end, in this study, big data analysis was performed on 'local government', 'public design', and 'metaverse'. As a result of this study, we should actively use metaverse with high topic and potential as a space for local governments' promotion or discussion as a means to restore the reliability of local governments and overcome negative perceptions. In addition, it is necessary to actively reflect public design in order to increase the public reliability of local governments' metaverse.

• Journal of the Korean Society of Radiology
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• v.18 no.2
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• pp.101-108
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• 2024

Recently, Metaverse technology has emerged as an important topic in various fields. Metaverse refers to a three-dimensional virtual space in which social and economic activities similar to the real world are possible. Among the 235 third-year students who applied the Metaversity app in the radiology department of this university from September to December 2023, 200 participated in a survey to determine the difference in student response and satisfaction when applying the Metaversity app. analyzed. First, the most satisfactory VOD viewing method was viewing through the Metaversity app, followed by viewing through the LMS. Second, 'I think online videos are appropriate for holiday reinforcement.' showed the highest score at 4.35±0.60, 'I want face-to-face classes and online classes to be held simultaneously.' was 4.25±0.87, and 'I think meta. 'I watched it well through the Metaversity app' was the lowest at 4.10±0.30, and 'VOD viewing through the Metaversity app was used appropriately in class' was the lowest at 3.99±0.75. Also, there was no significant difference in the response to the teaching method (p>0.05). Third, in terms of satisfaction with VOD viewing using the Metaversity app, 'Applying the Metaversity app was interesting and fun' ranked the highest at 4.24±0.88. The score was high, with 'Better improvement is needed to actively utilize the metaversity app' at 4.00±0.45, and 'I hope the metaversity app is implemented in other remote classes' at 3.77±0.88. appear. 'VOD classes through the Metaversity app are better than the existing LMS method.' was found to be 3.44±0.66. Additionally, there was no significant difference in satisfaction with classes according to age and gender (p>0.05). The correlation between response and satisfaction with the metaversity app is 0.601, which can be considered very significant (p>0.001). As a limitation of this study, although we surveyed students' satisfaction with using the Metaversity app, we were unable to investigate the satisfaction of instructors who interact with students. In the future, we did not consider the instructor's satisfaction in classes using the Metaversity app. Research must be conducted, and universities must have institutional support and continued interest until metaversity apps are selected and used to prepare for distance learning.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.32 no.4
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• pp.5-24
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• 2021

The purpose of this study was to investigate and analyze the operating conditions of lecture contents in contactless online classes for University students. First, as a result of analyzing the responses of 93 respondents, 93.3% of the respondents took real-time online lectures (47.7%) or recorded video lectures (45.6%). Second, as a result of analyzing the contents used as textbooks, it was found that e-books (materials) and paper books (materials) were used together (36.6%), or e-books or electronic materials (36.6% and 37.6% respectively) were used in both liberal arts (47.3%) and major subjects (39.8%). In addition to textbooks, both major subjects and liberal arts highly used web materials (47.6% and 40.5% respectively) and YouTube materials (33.3% and 48.0% respectively) as external materials. Third, both liberal arts and major subjects used 'electronic files in the form of PPT or text organized and written by instructors' (62.9% and 58.1% respectively), 'internet materials' (16.7% and 19% respectively) and 'paper book or materials' (10.4% and 12.3% respectively) to share lecture contents. For the screen displayed lecture contents, 93.5% of the respondents satisfied in major subjects, and 90.2% of the respondents satisfied in liberal arts. These results suggest developing multimedia-based lecture contents and an evaluation solution capable of real-time exam supervision, developing a task management system capable of AI-based plagiarism search, task guidance, and task evaluation, and institutionalizing a solution to copyright problems for electronicizing lecture materials so that lectures can be given in the ubiquitous environment.

• Journal of Intelligence and Information Systems
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• v.16 no.3
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• pp.147-161
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• 2010

As broadcasting and communication are converged recently, communication is jointed to TV. TV viewing has brought about many changes. The IPTV (Internet Protocol Television) provides information service, movie contents, broadcast, etc. through internet with live programs + VOD (Video on demand) jointed. Using communication network, it becomes an issue of new business. In addition, new technical issues have been created by imaging technology for the service, networking technology without video cuts, security technologies to protect copyright, etc. Through this IPTV network, users can watch their desired programs when they want. However, IPTV has difficulties in search approach, menu approach, or finding programs. Menu approach spends a lot of time in approaching programs desired. Search approach can't be found when title, genre, name of actors, etc. are not known. In addition, inserting letters through remote control have problems. However, the bigger problem is that many times users are not usually ware of the services they use. Thus, to resolve difficulties when selecting VOD service in IPTV, a personalized service is recommended, which enhance users' satisfaction and use your time, efficiently. This paper provides appropriate programs which are fit to individuals not to save time in order to solve IPTV's shortcomings through filtering and recommendation-related system. The proposed recommendation system collects TV program information, the user's preferred program genres and detailed genre, channel, watching program, and information on viewing time based on individual records of watching IPTV. To look for these kinds of similarities, similarities can be compared by using ontology for TV programs. The reason to use these is because the distance of program can be measured by the similarity comparison. TV program ontology we are using is one extracted from TV-Anytime metadata which represents semantic nature. Also, ontology expresses the contents and features in figures. Through world net, vocabulary similarity is determined. All the words described on the programs are expanded into upper and lower classes for word similarity decision. The average of described key words was measured. The criterion of distance calculated ties similar programs through K-medoids dividing method. K-medoids dividing method is a dividing way to divide classified groups into ones with similar characteristics. This K-medoids method sets K-unit representative objects. Here, distance from representative object sets temporary distance and colonize it. Through algorithm, when the initial n-unit objects are tried to be divided into K-units. The optimal object must be found through repeated trials after selecting representative object temporarily. Through this course, similar programs must be colonized. Selecting programs through group analysis, weight should be given to the recommendation. The way to provide weight with recommendation is as the follows. When each group recommends programs, similar programs near representative objects will be recommended to users. The formula to calculate the distance is same as measure similar distance. It will be a basic figure which determines the rankings of recommended programs. Weight is used to calculate the number of watching lists. As the more programs are, the higher weight will be loaded. This is defined as cluster weight. Through this, sub-TV programs which are representative of the groups must be selected. The final TV programs ranks must be determined. However, the group-representative TV programs include errors. Therefore, weights must be added to TV program viewing preference. They must determine the finalranks.Based on this, our customers prefer proposed to recommend contents. So, based on the proposed method this paper suggested, experiment was carried out in controlled environment. Through experiment, the superiority of the proposed method is shown, compared to existing ways.