• Educational Technology International
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• v.25 no.1
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• pp.129-159
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• 2024

The purpose of this study was to examine changes in students' awareness of online classes in university education over the three years from 2020 to 2022 during the COVID-19 pandemic. To achieve this, various aspects of online classes, including self-directed learning, interaction (between instructors and learners, and among learners), evaluation of the learning process and outcomes, and the learning environment and control of learning, were analyzed for changes from 2020 to 2022. The study included 534 university students enrolled in University A who participated in online classes in both 2020 and 2021. The results indicated that there was no significant difference in the awareness of self-directed learning, but significant differences were found in the awareness of interaction, evaluation of the learning process and outcomes, and the challenge related to learning environment and control of learning in online classes, which were higher in 2021 and 2022 than in 2020. Additionally, detailed changes in awareness of online classes showed significant differences in specific aspects of awareness in university online classes. In summary, students' awareness of online classes improved in 2021 and 2022 compared to 2020, as learners adapted to online classes due to the COVID-19 pandemic. Moreover, it was observed that difficulties in the challenge related to learning environment and control of learning were overcome in 2021. Based on these research findings, several implications for improving the design and operating strategies of effective online classes in future university education were proposed.

• Journal of Advanced Information Technology and Convergence
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• v.10 no.2
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• pp.177-197
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• 2020

Colleges have been forced to take non-face-to-face classes this year due to the COVID-19, and the situation is expected to continue unless the development of treatments and vaccines is carried out as soon as possible. In the situation where non-face-to-face classes are required under compulsion, two methodologies have been suggested as most representative alternatives to face-to-face classes: online real-time classes and on-demand contents classes. The purpose of this study is to compare the perceived convenience, self-fidelity, and preference of students between online real-time and on-demand contents classes by gender, school year grade, mostly using class media, and number of courses taken. Comparative results between online real-time and on-demand contents classes were statistically analyzed by surveying students at a university.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.245-255
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• 2012

The purposes of this research are to analyze preservice elementary teachers' degree of difficulty in classes of seasonal variation and suggest the measures of classes so that preservice elementary teachers can progress classes of seasonal variation effectively. To achieve them, the research was conducted for 90 first graders completing teaching method of elementary science in P university of education from Sep. to Dec. 2012. This research was conducted, based on the results of in-depth interview for 9 preservice elementary teachers who performed classes of seasonal variation, survey on the degree of class difficulty and evaluation of classes on 8 classes theme of Earth sector in elementary science. The results of this research are as follows. The first, preservice elementary teachers had relatively high class difficulty for teaching seasonal variation among the sector of the earth in elementary science. The second, in the evaluation of preservice elementary teachers' classes, the more the subject showed high class difficulty, the more the score of class evaluation was low. The reason is analyzed that high class difficulty reduces teacher's confidence. The third, preservice elementary teachers had insufficient knowledges and concepts which are basically necessary for the classes of seasonal variation. Especially, it was more serious for preservice elementary teachers who didn't learn Earth-science during their high school time. The fourth, it is necessery that concrete and systematical teaching method should be developed so as to improving preservice elementary teachers' teaching method for the classes of seasonal variation.

• Honam Mathematical Journal
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• v.9 no.1
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• pp.135-147
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• 1987

It is well known that there are two ways to define Chern classes of complex vector bundles. One gives the definition of Chern classes by the five axioms ([2]. [3], [4]). and an other defines Chern classes with the associated projective space bundle of a given bundle ([1]. [5]). The purpose of this paper is to describe the latter way in detail and to give new proofs of that our Chern classes satisfy the five axioms with respect to Chern classes (for example Theorem 5).

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.102-111
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• 2010

This study examined the instructional influences of MBL programs on elementary school students' science achievement, scientific inquiry skills, and science learning motivation. The perceptions of students and their teacher toward science classes using MBL programs were also examined. The subject of this study was sixty four 4th grade students from two classes. The experimental group engaged in science classes that applied MBL and the control group engaged in traditional science classes based on the textbook and experiment workbook. As results, there was no significant difference in academic achievement, scientific inquiry skills, however, were significantly higher for the experiment group compared to the control group. There was also significant difference in the relevance and confidence, the sub-categories of science learning motivation. In the analyses of students' perceptions toward science classes using MBL, students showed positive perceptions in aspects of interests of science classes, content comprehension, and convenience of experiments. The teacher also showed positive perceptions using MBL in elementary science classes. Educational implications of appling MBL in elementary science classes were discussed.

• Journal of applied mathematics & informatics
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• v.5 no.3
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• pp.633-642
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• 1998

The isomorphism classes of association schemes with 18 and 19 vertices are classified. We obtain 95 isomorphism classes of association schemes with 18 vertices and denote the representatives of the isomorphism classes as subschemes of 7 association schemes. We obtain 7 isomorphism classes of association schemes with 19 vertices and six of them are cyclotomic schemes.

• The Journal of Korean Physical Therapy
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• v.34 no.4
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• pp.135-139
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• 2022

Purpose: We investigated the satisfaction of physical therapy course according to teaching ways after COVID-19. Methods: 336 students in major of physical therapy were recruited in this study. Based on the classification of subjects in the national examination, the questionnaire was divided into 6 subjects in the basic field of physical therapy, 2 subjects in the field of physical therapy diagnostic evaluation, 8 subjects in the field of physical therapy intervention, and 3 subjects in other fields. The Likert scale was used. Results: In the basic field of physical therapy, all subjects were shown the high score of the satisfactory in face-to-face classes except for the public health and medical law compared to the non-face-to-face classes and mixed classes. Regarding the field of physical therapy diagnostic evaluation, the principle of diagnostic evaluation was shown the high score of the satisfactory in face-to-face classes compared to the non-face-to-face classes and mixed classes. In the field of physical therapy intervention, all subjects were shown the high score of the satisfactory in face-to-face classes compared to the non-face-to-face classes and mixed classes. Conclusion: We found that the face-to-face classes in most of subjects was shown the high score of satisfactory. We believed that our results can be used as basic data for physical therapy major learning methods.

• Journal of Technologic Dentistry
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• v.43 no.3
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• pp.132-137
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• 2021

Purpose: To study the perception and satisfaction of in-person and online classes for dental technology students. Methods: A total of 420 questionnaires were distributed to dental technology students between June 1 and June 30, 2021. Of these, 225 questionnaires were assessed using frequency analysis, one-way analysis of variance, Pearson's Chi-squared test, and independent t-tests via IBM SPSS Statistics ver. 22.0 (IBM). Results: For theory subjects, satisfaction was higher for online classes than in-person classes (p=0.001). For practical subjects, satisfaction was higher for in-person classes than online classes (p=0.002). Both the learning effect and motivation for learning were higher for in-person classes than online classes (p=0.001). Conclusion: When in-person and online classes become coexistent, there should be educational guidelines for improving the quality and effectiveness of learning in these different contexts.

• International Journal of Contents
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• v.15 no.2
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• pp.59-74
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• 2019

The objective of this study was to analyze the influence of physical education classes based on Flipped Learning on self-directed learning abilities and learning attitude towards these classes, for middle school students. The study selected 90 students as an experimental group (3 classes) and 97 students as a control group (3 classes), among 240 students of the first-year students attending a middle school located at Jeonju City of South Korea, applying convenience sampling, one of the non-probability sampling methods. For the experimental group, 36 sessions of physical education classes were held for 14 weeks, while the control group received teacher-centered classes. Comparing the results with the control group, the experimental group showed significant differences in terms of all sub factors of self-directed learning abilities, namely; desire for learning, learning objective establishment, basic self-management abilities, selection of learning strategy and self-reflection. Moreover, the experimental group manifested significant differences in terms of all sub factors of attitude towards the physical education subjects, namely; positive emotions, negative emotions, health & physical strength, interpersonal relations, physical activities & movements, and active participation & positive performance. From the findings, it can be considered that physical education classes based on Flipped Learning contributed to improving self-directed learning abilities and attitude towards physical education classes. This result can serve as a significant basic material for designing and performing classes in raising the understanding of Flipped Learning and effectively applying Flipped Learning in physical education classes.

• Advances in Computational Design
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• v.2 no.4
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• pp.293-311
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• 2017

There are several claimed benefits for the impact of design patterns (DPs) on software quality. However, the association between design patterns and fault-proneness has been a controversial issue. In this work, we evaluate the fault-proneness of design patterns at four levels: the design level, category level, pattern level, and role level. We used five subject systems in our empirical study. As a result, we found that, at the design level, the classes that participate in the design patterns are less fault-prone than the non-participant classes. At the category level, we found that the classes that participate in the behavioral and structural categories are less fault-prone than the non-participant classes. In addition, we found that the classes that participate in the structural design patterns are less fault-prone than the classes that participate in the other categories. At the pattern level, we found that only five patterns show significant associations with fault-proneness: builder, factory method, adapter, composite, and decorator. All of these patterns except for builder show that the classes that participate in each one of them are less fault-prone than the non-participant classes in that pattern. The classes that participate in the builder design pattern were more fault-prone than the non-participant classes and the classes that participate in several patterns: the adapter, the composite, and the decorator design patterns. At the role level, the most significant differences were between the classes that participate in some roles and the non-participant classes. Only three pairs of design pattern roles show significant differences. These roles are concrete-product vs. concrete-creator, adapter vs. adaptee, and adapter vs. client. The results recommend the use of design patterns because they are less fault-prone in general except for the builder design pattern, which should be applied with care and addressed with more test cases.