• Communications of Mathematical Education
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• v.30 no.1
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• pp.47-65
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• 2016

The purpose of this paper is to compare the effects on the students' academic achievement and satisfaction level in a Calculus course taught by two different teaching modes, blended learning and face-to-face learning. The comparison analysis was made for Calculus 2 course in H university in South Korea offered in the Spring semester of the year 2015. Calculus 2 is a Calculus course designed for the first year students who plan to choose their majors in Engineering. There were two sections of the Calculus course taught in a blended learning mode and one in a conventional face-to-face learning mode. All these three sections including e-learning parts were taught by the author. We discuss some meaningful differences in the effects by the two different teaching modes.

• Journal of the Korean Society of Radiology
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• v.14 no.4
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• pp.405-413
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• 2020

Expectations and interests in blended learning are increasing as universities respond to the educational flow of transition to e-learning. This study analyzed the difference between the satisfaction of students in the first grade of radiology and the general characteristics of the subjects when applying blended learning. First, the satisfaction according to the class type was the highest in blended learning classes at 47.2%, followed by lecture room classes at 30.6% and remote classes at 22.2%. Second, the place where the remote lecture was watched by viewing the remote class according to the general characteristics was the highest at 94.4%. The most common medium for attending the remote class was using a PC, with 72.2%, and there was no significant difference in the remote class viewing method (p>0.05). Third, the appropriateness of the blended learning, "Remote lectures and lecture room lectures were properly conducted," had the highest score of 4.27±0.70. In addition, there was no significant difference in response to the teaching method according to gender and age (p>0.05). Fourth, the technology and system support,'Technical support and system support must be done when taking a remote lecture,' showed the highest score of 3.41±0.96. The lack of communication between professors and students,'In the remote class, communication between professors and students is insufficient' was the lowest with 2.88±1.00. In addition, there was no significant difference in the improvement of class according to gender and age (p>0.05). Through this study, it was intended to serve as a basis for the plans of blended classes and the policies of schools that introduced blended classes.

• The Journal of Industrial Distribution & Business
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• v.9 no.2
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• pp.65-72
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• 2018

Purpose - One of the biggest problems in the e-learning distribution process is the lack of quality content and learners' discredit in e-learning content. In order to respond to the various demands of the corporate education field appropriately, it is necessary to search for directions of new e-learning models that are out of traditional e-learning contents. The purpose of this study is to identify recent trend issues related to corporate e-learning and to suggest directions for development. Research design, data, and methodology - Based on the literature review, trend issues that should be considered important in corporate e-learning were derived. Online survey was conducted to evaluate the importance-feasibility of each issue to 13 experts on e-learning and corporate education. The contents of the questionnaire are as follows: 1) recognition of importance and feasibility of trend issues to be considered important in the future corporate education field; 2) factors to be considered in developing future e-learning contents. Results - Six trends derived from a comprehensive literature review. The most important e-learning trends for corporate education field were 'mobile learning', 'micro learning', 'blended learning', 'social learning', 'adaptive learning', 'engaged learning'. As a result of evaluating the importance and feasibility of each issue, experts point out that 'mobile learning' and 'micro learning' should be actively considered for introduction and utilization at present. In addition, 'social learning' and 'blended learning' need to be actively considered in the near future. On the other hand, experts recognized that 'adaptive learning' and 'engaged learning' need to be prepared from a long-term perspective. Conclusions - There are two main reasons for this result. First, in corporate e-learning, it is important to 1) be able to update on time, 2) the connection with the workplace is important. Second, it requires realistic verification of the expected performance of the learning model. To be considered part of the future are as follows: First, the value and effectiveness of the new e-learning type should be studied. Seconds, e-learning contents should be developed through adopting SAM or Agile methodology. Through this process, we would be able to enhance the quality in e-learning content.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.419-420
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• 2012

본 논문에서는 LMS나 고비용의 콘텐츠를 사용하지 않고 기본적인 상호작용 도구인 게시판을 개선하여 블렌디드 러닝에서 학습효과를 향상 시킬 수 있는 방안을 제시한다. 제안한 E-BoardII는 게시판의 기능을 개선하여 학습자의 성취 정도의 실시간 점검, 피드백 기능 수행, 수업 콘텐츠의 자동 생산 및 실시간 활용, 학습 동기 부여 및 분위기 환기 등의 효과를 가진다.

• Journal of The Korean Association For Science Education
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• v.35 no.1
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• pp.27-35
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• 2015

General education is changed by accepting the change in education environment to digital generation, emphasis about student-centered education, and change of teacher's role. E-learning has taken center stage as an effective learning environment but the problems are drawn for the absence of interaction that is important in learning. In this study, on the basis of questionnaire results about learning using website, we operated blended-learning where students come and go in cyberspace and physical space to set up the lesson environment for emphasizing interaction. We selected a control group (N=40) and an experimental group (N=40) from second grade students in a middle school for this research. General instructor-led lessons were implemented in the control group and blended-learning lessons to emphasize interaction between teacher and students were implemented in the experimental group. The experiments were applied to eight class-hours in 'characteristics of matter' unit. We implemented Test of Science Related Attitude (TOSRA) to the students before and after the lessons and administered questionnaire for checking attitude changes and perception in students. The results of the test show that the experimental group students were more encouraged and became more confident and curious about scientific learning than the control group students. The analysis of the interview and results of TOSRA show that blended-learning provided guidance and feedback by the teacher to the experimental group students more than the control group students. Blended-learning is suggested as a learning-method that is helpful in improving scientific attitude in students because it enables them to express their experiences without limit of time-space and promote interaction between teacher and students.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.59-69
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• 2020

This study is a qualitative study in which a focus group interview is applied to explore nursing students' perception of blended learning. 21 students in the 4th grade of nursing department were divided into 4 groups to collect data through interviews and content analysis was conducted. As a result of the study, it was categorized into four topics: 'Application and operation that are not thoroughly prepared', 'Loss of direction and departure from learning', 'One-way listening', and 'Convenience'. Students were satisfied with blended learning which is free from time and space constraints and repetitive, but felt inadequacy and unsatisfactoriness about quality of online contents, system, and preparation for applying blended learning. In order to apply blended learning in the future nursing classes, high-quality online content should be developed based on the effective design of online and offline classes considering the curriculum, and a systematic, administrative, financial, and institutional foundation to support online course should be prepared. In addition, a support system should be created to guide students' self-directed learning activities in online classes of blended learning.

• Fashion & Textile Research Journal
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• v.18 no.6
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• pp.766-775
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• 2016

In the era of globalization and unlimited competition, Korean universities need a breakthrough in their education system according to the changing education landscape, such as lower graduation requirements to cultivate more multi-talented convergence leaders. While each student has different learning capabilities, which results in different performance and achievements in the same class, the uniform education that most universities are currently offering fails to accommodate such differences. Blended learning, synergically combining offline and online classes, enlarges learning space and enriches learning experiences through diversified tools and materials, including multimedia. Recently, universities are increasingly adopting video contents and on-offline convergence learning strategy. Thus, this study suggests a teaching method based on blended learning to more effectively teach existing pattern CAD and virtual CAD in the Apparel Pattern CAD class. To this end, this researcher developed a teaching-learning method and curriculum according to the blended learning phase and video-based contents. The curriculum consisted of 2D CAD (SuperAlpha: Plus) and 3D CAD (CLO) software learning for 15 weeks. Then, it was loaded to the Learning Management System (LMS) and operated for 15 weeks both online and offline. The performance analysis of LMS usage found that class materials, among online postings, were viewed the most. The discussion menu most accurately depicted students' participation, and students who did not participate in discussions were estimated to check postings less than participating students. A survey on the blended learning found that students prefer digital or more digitized classes, while preferring face to face for Q&As.

• East Asian mathematical journal
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• v.39 no.4
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• pp.455-478
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• 2023

Expectations and interests in blended learning are increasing as universities respond to the educational flow of transition to e-lernring. This study tried to explore and understand the meaning of and the properties of blended instruction. In addition, through the literature review, this study was to find out how bleanded learning affected in teaching and learning situation. Particularly, it was to find out students' preference to the type of blended instruction. Those types are the mixed of or the unique of class instruction(off line), on line, and recorded instruction. To investigate learners' preference to the type of the instruction and also the reason of the preference, in this study, the 27 undergraduate students of the fourth grade in the major of mathematics education in the C university located in G area. By the result, most students preferred the mixed type of instruction involving off line and recorded instruction. The reason is that they could attend to the class while participating in the group activity positively and understand the content through the communication in depth and the instructor's feedback. Because of this reason, they did not prefer to the only one type insturction such as the recorded type.

• Journal of Practical Engineering Education
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• v.9 no.2
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• pp.133-137
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• 2017

In this paper, we present the results of the study on the development of electric circuit e-learning content as one of the required courses in electrical and electronics engineering. Theoretical learning of electric circuit e-learning contents is based on multimedia type and the practice part is based on moving picture. The e-learning contents were used for a blended learning in actual offline class. We investigated the learning effect of each component of e-learning contents and investigated and analyzed the type of e-learning contents suitable for class of electric circuit. In addition, we investigated and analyzed effective ways to utilize e-Learning content for offline teaching. In this paper, we show how to construct effective contents, length types and utilization methods in engineering education through the case study on the e-learning content.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.52-57
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• 2010

Using the Operating Systems course that is offered by online, a blended learning mixed up with face-to-face lecture and e-learning for O.S. course has been carried out. In order to find a efficient management way of the blended learning, we build up two groups: one group named 01 takes a class which consists of two hours face-to-face lecture and one hour online study per week and the other group named 02 takes a class which consists of two hours online study and one hour face-to-face lecture. According to the result of a mid-term examination, the Cohen's d between two groups is 0.165. It means the small effect size. The 01 group has higer average and smaller variance than 02 group. However, 02 group has more students who earn high score than 01 group. In conclusion, if students can well carry out the self-regulated learning, then the blended learning mixed up with 02 group style is suitable. Otherwise, face-to-face lecture or the blended learning like 01 group style is suitable.