• Journal of Engineering Education Research
• /
• v.25 no.1
• /
• pp.22-32
• /
• 2022

The purpose of this study is to design and operate non-face-to-face online practice class in engineering education, and to explore students' perceptions and effectiveness of them. To this end, after developing and implementing a strategy for non-face-to-face online practice activities in the 'Introduction to Electric Circuits and Lab' course, the questionnaire responses of 47 learners were analyzed, and the group differences were investigated using Kruskal-Wallis test. As a result, it was found that students' perceptions of non-face-to-face online practice class were positive in terms of learning effect, learning convenience, interaction, and satisfaction. The group difference according to the face-to-face/non-face-to-face preference method was found to be higher in the group that preferred non-face-to-face class in terms of learning convenience, interaction and satisfaction. As for the group difference according to the number of questions and answers of the learners, the group who answered the question showed a higher awareness of the learning convenience and interaction than the group that did not. In addition, implications for designing a learning environment for non-face-to-face online practice classes were presented.

• Journal of Korea Multimedia Society
• /
• v.24 no.1
• /
• pp.125-133
• /
• 2021

Due to Covid-19, the un-contact culture has affected society as a whole, and the methods of education conducted offline has been greatly affected. In the private education of preparing for university entrance, the public official examinations and certification acquisition, the method of online education has been shown to have positive effects. While private class and school class which have offered in off-line to cope with rapid changes caused various problems such as decline in quality for education. Due to the characteristic of design class, practical training is important. As interactive feedback between students and educators is more important than one-way of delivering knowledge while class is conducted in online, educators have a challenge when they prepare for class. This study handles the methods of online education for the purpose of practical education methods in university nowadays, Especially, the non-face-to-face education methods for game animation production. Based on this study, I propose an effective educational method with non-face-to-face class that allows students to be satisfied and increases their knowledge, beyond face-to-face class.

• Journal of Digital Convergence
• /
• v.19 no.10
• /
• pp.63-73
• /
• 2021

Sudden implementation of online classes in higher education due to Covid19 pandemic implies a lot of worries about academic performance declining. Thus, this paper analyzed a class(CalculusI) taught 100% online which was the same as the offline class before. This class tried to maintain the same quality as the offline one by utilizing various teaching strategies. The result shows the academic achievement level was similar or higher than that of offline class, and so was the students' perception and satisfaction degree. However, this was not just the outcome of online class, but it came from the professor's well-designed teaching plan and smooth operation of the class. It implicates successful teaching methodology is more important factor than such medium difference as online or offline. This study suggests the potential of online classes after the Covid19 pandemic, and expects further studies verify the result in a lot more curricula.

• Journal of Digital Convergence
• /
• v.19 no.9
• /
• pp.277-282
• /
• 2021

The purpose of this thesis is to suggest the direction of various online education media to be developed in the future by studying the necessity and cases of non-face-to-face online craft education programs. To this end, among the online class platforms currently operated in Korea, four places that contain craft education programs were selected and analyzed for comparison. Class101, Hobbyful, Conects-Hobby Class, and Air Klass are examples. As a result of the study, the common features and advantages of the convenience of accessing contents and the diversity of class composition were found. However, there was a limitation in that the real-time inquiry and response system was not systematically implemented in most online class platforms. In particular, as the number of users of the online class platform is gradually increasing in the untact era caused by Covid-19, continuous research and development will be required to ensure that interaction, the most important characteristic of face-to-face, can also be performed well on online platforms.

• The Journal of Information Systems
• /
• v.29 no.4
• /
• pp.153-169
• /
• 2020

Purpose Many students have concerned about the quality and operation of online courses with universities offering online courses to avoid the spread of COVID-19. To deepen our understanding of university online class systems, this research aims to assess students' satisfaction with online class systems and continuous usage intention on the basis of the perceived benefits and expectation confirmation theory. Design/methodology/approach This paper empirically analyzes the impact of each perceived benefit on user satisfaction and the intention to use it continuously by dividing the perceived benefits considered in existing literature into utilitarian benefits (convenience), emotional benefits (pleasure), and symbolic benefits (personal benefits). Moreover, the perceived expectations and performance have also been assessed with its impact on satisfaction and the intention to continue use. Data collected from 241 university students were empirically tested against a research model. Findings Analysis results showed that perceived advantages (comfort, enjoyment and personalized benefit) significantly affect user satisfaction and that perceived benefits have positive effects on the intention to continue use whereas the expected confirmation do not significantly influence on the intention to continue use.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.3
• /
• pp.173-178
• /
• 2021

This study aimed to understand and analyze the learners' class satisfaction and the effectiveness of synchronous online classes after COVID-19. A total of 188 learners participated in the survey conducted at the end of the Fall Semester 2020 at C University located Gyeongsangnam-do. Findings revealed that learners' satisfaction with the synchronous online classes was relatively low, and the learners had negative perception of that. Learning content have the biggest effect on the learners' class satisfaction. Next came class management and the online learning platform. Therefore, instructors need to organize learning content effectively and enhance learners' understanding considering the most influential variable, learning content so that learners are satisfied with the synchronous online classes. Also, instructors should make it possible for learners to get familiar with the online learning platform and use it without any problems through systematic and faithful class design for effective learning in unfamiliar online learning environment. In addition, instructors need to know learners' needs and difficulties and plan their synchronous online classes. This study has limitations in that it was conducted only at one college and the limited number of variables was measured.

• International Journal of Contents
• /
• v.15 no.4
• /
• pp.97-106
• /
• 2019

EMI (English as a Medium of Instruction) classes are now accepted policy at Korean universities, yet students often struggle with required academic English writings. The present study examined an EMI class that used direct instruction and access to online assistive English writing software. From preliminary analysis, 26 students expressed interest in how an EMI academic writing class could facilitate improved English writing skills. Study participants completed a survey on self-efficacy and learning needs and assignments for an EMI academic writing class. To establish inter-rater reliability, three trained raters assessed the written essays of students prior to and after instructional intervention. Fleiss' Kappas statistics showed moderate reliability. Students' opinions on the use of online software were also analysed. Paired t-test was run on the quality of students' pre- and post-instruction assignments, and there was significant difference in the rated scores. Self-efficacy was found to have moderate positive association with improved post-essay writing scores.

• Advanced Industrial SCIence
• /
• v.2 no.1
• /
• pp.39-44
• /
• 2023

The purpose of this study is to compare the performance and satisfaction of online classes and non-face-to-face mixed classes at universities during the COVID-19 pandemic. This study was conductedtargeted fourth-grade students taking adult nursing lectures at the Department of Nursing at one university. Class performance and class satisfaction were compared between students who participated in the non-face-to-face class and participated in the non-face-to-face mixed class. class performance, students' average scores out of 100 on the final exams were compared. Class satisfaction compared the average score of questionnaire on class satisfaction Class performance was high in online classes, Class satisfaction was higher in mixed classes than in non-face-to-face classes. In the future, it will be necessary to develop and operate various educational methods for university education in the post-COVID-19 era.

• Journal of Korean Elementary Science Education
• /
• v.39 no.4
• /
• pp.522-532
• /
• 2020

The aims of this study were to do a survey on teachers' perception and operational state for elementary science online remote classes and suggest ways to improve the elementary science online remote classes. The survey was based on responses from 100 teachers who have taught elementary science online remote classes for the first semester of 2020 for COVID-19. The questionnaire used in this study consisted of four parts: general informations of participants, the operation status of elementary science online remote classes, teachers' perceptions on the operation of elementary science online remote classes, ways to improve elementary science online remote classes. As a result of this study, elementary teachers taught elementary science online remote classes on the main use of content utilization type. And they had a difficulty in conducting elementary science online remote classes because of lack of contents, absence of elementary science online remote classes teaching methods, learner management and heavy workload. Therefore, to improve elementary science online remote classes the Ministry of Education and regional offices of education have to develop and provide high-quality contents reflect the characteristics of elementary science subjects, introduce a rent-an-experiment equipment system, and build a science class platform providing frequent real-time interaction between teacher and student.

• Journal of Convergence for Information Technology
• /
• v.11 no.5
• /
• pp.168-175
• /
• 2021

This study was conducted to survey the learners' satisfaction with the online head and neck anatomy class and obtain basic data for the purpose of possibly making continuing online class educationally more effective. A Google Forms survey was conducted with dental hygiene students, and 120 copies of the questionnaire were used as data for the final analysis. The study surveyed when they take on online classes and the types of online classes and had the respondents subjectively evaluate their own understanding of the classes and their academic achievements through them. The biggest influence on learning immersion was academic achievement and the biggest influence on the satisfaction with online class was the students' understanding of the class. It is hoped that the research results will shed light on the directions for designing new curriculums in anatomy in this era of a pandemic.