• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.67-74
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• 2012

This study elicits alternatives for improving blended education by comparing the face-to-face education and blended education of VET teacher license program. To produce a basis for the methods of blended education, this study compared the scores of satisfaction and academic performance of face-to-face and of blended education. Also it examined the three factors of learners' characteristics, teaching and learning design, and its environment as they affect the education effect. The results showed that academic performance of face-to-face education is higher than blended and that competition rate of blended education is higher than that of face-to-face. To improve the effect of blended learning, various teaching and learning activities, design of contents that promotes participation and interaction, and development of contents which satisfy the various levels of learning needs were discussed.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.309-318
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• 2005

e-learning has been recently introduced in all educational domains and it has expanded rapidly in educational field. Blended learning, which has emerged with e-learning nowadays, is an exact example of a new paradigm. It has not only educational effects of traditional classroom learning, but it also has effects of e-learning which provides learner-centered classroom environment and removes barriers of time and space. This study looked into several e-learning contents evaluation criteria that were already studied, And arranged with the evaluation question item that can evaluate learning effectiveness of e-learning contents in elementary school through a questionnaire executed in elementary school teachers. And it used this evaluation question item and the study accomplishment results of an education ruler, and applied to learning effectiveness evaluation of e-learning contents. This paper will give future directions and assessment criteria of e-learning. Moreover, this thesis will provide theoretical and practical materials for developing e-learning contents to improve quality of blended learning.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.143-152
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• 2006

The aim of this study was to analyze effects of a blended learning program based on case study approach and to suggest implications in appropriately evaluating blended learning in practices for corporate education and training. In order to achieve the goal, issues such as the ones related to blended learning including development and status quo of blended learning programs in the field of corporate education and training and operation models for the blended learning were reviewed. Then, the outcomes of a blended learning program were completely analyzed through systems approach. The methodology of the study was a mixed research method which was comprised of quantitative and qualitative approaches. The results of quantitative analysis showed that blended learning itself seemed to have significant effects on the leadership capability in general assessment and self assessment. The most viable effects of blended learning in leadership training are said to be actual change of actions and activities in leadership capability of the participants followed by changes in their job tasks contributing to improving the managerial performance of the company, good transfer to current job tasks, and implementation of the practice plans.

• The Journal of Korean Association of Computer Education
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• v.9 no.4
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• pp.25-34
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• 2006

Although the e-learning system is being introduced in elementary and secondary education, incorporating it into the regular curriculum is difficult. Other problems include the lack of sessions and connection to regular courses in realistically applying project-based learning in the regular school curriculum. Therefore. this study established, applied, and analyzed the blended learning strategy to resolve such issues. Specifically, a theoretical investigation on the concept of blended learning and IT-oriented, project-based learning was conducted. The theme for learning based on integrated courses was also selected, and the 5-stage project-based teaching and learning strategy, concretized. The concretization strategy involved discussion, role division, and alternative evaluation strategy. The class progressed in formats of on-class online, on-class offline and off-class online. As a result, students experienced inconvenience since the project only lasted for a short period of time. Nonetheless, they responded positively to the effect of project-based learning in general. This study was able to suggest the possibility of applying e learning in regular school curriculum and propose the direction for digital and learner oriented teaching.

• Archives of design research
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• v.16 no.4
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• pp.443-452
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• 2003

This study is to find out the possibility of applying the Blended Learning which combines the advantage of face-to-face classroom instruction and e-Learning to design education. This Blended Loaming Model has five steps such as 'prepare, teach, show, interact, and collaborate'. It is designed by the learning decision points (performance outcomes, content stability and structure, audience size, and so on) and the characteristics of delivery methods(asynchronous, synchronous). This research is based on the learners' satisfaction data of each step. The number of the participants is 27 and a questionnaire with 21 items is administered. Ten items of them are designed with 5-point Likert scales and the rest of them ask learners describe the reason of their selection. The result show that learners are satisfied with the blended learning than the off-line classroom. It is expected that the blended learning can be a substitute of the off-line classroom for the effectiveness of design education.

• Journal of the Korea Society of Computer and Information
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• v.12 no.3
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• pp.115-122
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• 2007

The aim of this study is to identify the effect that the blended learning has on the learning achievement of computer education in high school. To get the goal, 136 students were allocated into the experiment group(68 students) with the blended class and the control group(68 students) with the traditional face-to-face class. After identifying the homogeneity of two groups in learning achievement by analyzing the pre-test, the experiment was performed. The result of this research is as follows. Significant difference was found in the learning achievement of post-test between the experiment group and the control group (t=-3.16, p=.0019). This result underlies the potential of blended learning in computer education. It will be important for designing the class for computer education in high school.

• KSCI Review
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• v.15 no.1
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• pp.111-116
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• 2007

본 연구는 전자교육(e-Learning)과 집합교육의 장단점을 상호보완하는 교육형태인 블렌디드 학습(blended learning)이 고등학교 전자계산의 학습성취에 미치는 효과성을 검증하는데 목적이 있다. 이 목적을 달성하고자, 블렌디드 학습모형을 도출하고 이를 토대로 온라인 학습환경을 구축하고, 경기도내 C고등학생 136명을 대상으로 실험집단(68명)과 비교집단(68명)을 구성했다. 두 집단을 대상으로 블렌디드 학습(실험집단)과 전통식 면대면 교실학습(비교집단)을 실시한 결과, 블렌디드 학습에서의 학업성취도가 전통적인 면대면 집합학습보다 더 높은 것으로 나타났다(t=-3.16, p=.0019). 이러한 결과는 블렌디드 학습이 전자계산 학습의 효과성에 긍정적인 결과를 가져다 줄 가능성을 보여 준 것으로, 블렌디드 학습이 기존 전자교육의 단점을 보완해 주는 대안적인 교수 학습방법으로 사용될 수 있음을 시사해 준다.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.4
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• pp.430-439
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• 2016

Purpose: The purpose of this study was to contribute to the development of an efficient teaching-learning method by analyzing effects of writing reflective journals on meta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. Methods: The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, $Scheff{\acute{e}}^{\prime}s$ test and paired t-test with SPSS Statistics version 20.0. Results: The results of this study show that scores for meta-cognition and problem solving ability of these students were all above average. There was a statistically significant difference in meta-cognition between pre and post writing of reflective journals but not for problem-solving ability. Conclusion: The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students.

• Proceedings of the Korea Contents Association Conference
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• 2008.05a
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• pp.385-389
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• 2008

The purpose of this study is to analyze the effectiveness of notes as learning activities on Blended-Learning of undergraduate students. For the research, students taking 'Chinese' in D university were participated, 65 students in spring semester and 255 students in fall semester in 2007. Blended-Learning have made progress to the students and a test of notes have taken two times. This study has employed the cases of 213 employees for the final analysis, while adopting correlation and regression to analyze the data for the research goal. In conclusion, notes as learning activities on Blended-Learning has positive correlations and no little effects on the academic achievements of undergraduate students. That is in Blended-Learning and e-learning, learning activities excluding tests and papers are related to academic achievement passively and affect it. Notes which is a evaluation of a progress of learning affecting academic achievements, means providing more practice and self-reflection opportunities in e-learning course through designing many different learning activities.

• The Journal of Korean Academic Society of Nursing Education
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• v.14 no.1
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• pp.30-37
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• 2008

Purpose: This study proposed to examine the effects of a blended-learning orientation program executed for nursing students' clinical practice. Method: The participants were 61 nursing students in the experimental group and 57 in the control group. For the experimental group, a blended-learning orientation program was executed by e-learning (on-line) and lecture-led training (off-line) from two-week before the start of clinical practice in medical-surgical nursing. For the control group, orientation was given in the traditional lecture-led training by distributing printed materials before clinical practice. A pre-test was conducted on the experimental and control group before clinical practice, and a post-test was conducted after two-week of clinical practice in order to examine the effects of the orientation program. Results: After two-week of clinical practice, differences were observed between the experimental group and the control group in adaptation to clinical practice (F=10.242, p=.002), communication skills (F=4.305, p=.040) and clinical competence (F=6.823, p=.010). Conclusions: The blended-learning orientation program enhanced nursing students' adaptation to clinical practice, improved their communication skill and increased their clinical competence. Accordingly, it is recommended to develop and apply practical education using blended-learning in the area of nursing science.