• Journal of Practical Engineering Education
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• v.12 no.2
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• pp.255-264
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• 2020

In the database design course, the team project is a very important process to develop students' database design competencies. In order to carry out team projects smoothly, active interaction between students and the professor as well as collaboration among team members are very important. However, a full uncontacted class was suddenly decides in the first semester of 2020, it was questionable whether it would be possible to effectively manage this course, where team projects to construct database take up a big portion. However team projects were able to proceed without major problems through interaction using real-time video media such as zoom, and discussions, quizzes, and Q&A supported by the online education support system (LMS), and online presentations, mutual evaluations, and so on. This paper shares the experience of managing engineering team projects in uncontacted classes and based on three surveys introduces desirable improving directions of this instruction and some suggestions to improve uncontacted classes overall.

• Journal of Industrial Convergence
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• v.21 no.11
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• pp.75-83
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• 2023

This study aimed to identify the effect of academic emotions, learning flow and perceived teaching presence for academic achievement of nursing students in an uncontacted online class learning in the convergence society. The participants were 127 nursing students; data were analyzed using t-test, ANOVA, pearson correlation, multiple regression. It was found that: nursing students showed higher score at academic emotions, higher learning flow, and higher perceived teaching presence, higher score for academic achievement. The main factors influencing academic achievement were academic emotions, learning flow and perceived teaching presence. They explained about 42.7% of the academic achievement. Therefore, when operating uncontacted online classes for nursing students, it is necessary to consider the factors of learners, the personal efforts of the instructor, and systematic support for strengthening the instructor's capabilities.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.393-401
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• 2021

This study is a descriptive research study to verify the relationship between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction, and to identify factors that influence online class satisfaction. There was a significant positive correlation between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction. Online class satisfaction had a positive effect on learning flow and learning outcomes, but self-directed learning had no direct effect. The explanatory power of online class satisfaction was 49%. Based on the above results, in order to increase online class satisfaction, a plan is needed to improve university students' learning flow and learning outcomes for online classes. In addition, instructor and university are required to actively endeavor and support to improve the quality of online classes.