• The Journal of the Korea Contents Association
• /
• v.22 no.1
• /
• pp.324-336
• /
• 2022

The purpose of this study is to comparatively analyze academic achievement and class satisfaction in college general mathematics between face-to-face classes and remote classes. For this study, we selected 97 first-year students from three departments of an engineering college at M University. Among the subjects of the study, 39 students in Department A and 36 students in Department B took remote classes using pre-recorded class videos, and 22 students in Department C took face-to-face classes. The subjects of this study were evaluated by one professor as the same type of problem with the same content for the same textbook. Among the subjects of the study, 35 students in department A, 34 students in department B, and 17 students in department C who entered through rolling admissions were collected and homogeneity tests were conducted. And then we analyzed the scores of these students' midterm and final exams for general mathematics in the first semester of 2021. Also, we compared and analyzed the academic achievement and class satisfaction of general mathematics subjects for face-to-face classes and remote classes for all study subjects. The results of this study are as follows. First, there is a significant difference in students' academic achievement of general mathematics between face-to-face classes and remote classes. Second, there is a significant difference in class satisfaction between face-to-face classes and non- face-to-face remote classes.

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

• International Journal of Fuzzy Logic and Intelligent Systems
• /
• v.10 no.2
• /
• pp.95-100
• /
• 2010

This paper proposes a new spatial regularization of Fisher linear discriminant analysis (LDA) to reduce the overfitting due to small size sample (SSS) problem in face recognition. Many regularized LDAs have been proposed to alleviate the overfitting by regularizing an estimate of the within-class scatter matrix. Spatial regularization methods have been suggested that make the discriminant vectors spatially smooth, leading to mitigation of the overfitting. As a generalized version of the spatially regularized LDA, the proposed regularized LDA utilizes the non-uniformity of spatial correlation structures in face images in adding a spatial smoothness constraint into an LDA framework. The region-dependent spatial regularization is advantageous for capturing the non-flat spatial correlation structure within face image as well as obtaining a spatially smooth projection of LDA. Experimental results on public face databases such as ORL and CMU PIE show that the proposed regularized LDA performs well especially when the number of training images per individual is quite small, compared with other regularized LDAs.

• Journal of the Korean Society of Industry Convergence
• /
• v.27 no.2_2
• /
• pp.425-435
• /
• 2024

The purpose of this study was to identify factors influencing learning satisfaction of nursing students in online non-face-to-face classes during COVID-19 pandemic. 138 undergraduate nursing students were recruited from C nursing colleges of C city in Gyungnam. Data was collected using a self-reported online-questionnaire from 5 January to 18 January, 2022. Collected data were analyzed by SPSS/WIN 27.0 program using descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression. Factor influencing learning satisfaction among undergraduate nursing students on online non-face-to-face classes during COVID-19 pandemic were teaching presence(presence of teacher)(𝛽=.43, p<.001), instructional quality(content qualities)(𝛽=.41, p<.001), Satisfaction of nursing major(satisfaction)(𝛽=.13, p<.001). instructional quality(interface)(𝛽=.12, p=.036), which explained about 85.3% of total variance(F=192.78, p<.001). Therefore, in order to improve class satisfaction in online non-face-to-face classes, it is necessary to operate classes that prioritize the presence of teacher so that learners can recognize and trust the presence of teacher by passionately professional performing. And, among instructional quality, we should be strengthen the usefulness of learning materials, content factors related to tests and assignments, and strive to improve satisfaction of nursing major. In addition, it is necessary to prepare and operate classes that fully consider the interface factors related to the manual composition and system convenience for online classes among the quality factors of classes.

• Journal of The Korean Society of Integrative Medicine
• /
• v.9 no.2
• /
• pp.53-61
• /
• 2021

Purpose : The purpose of this study is to explore the effectiveness of online blended learning(asynchronous online learning class 1+synchronous online learning class 2) method and discuss the applicability of online blended learning. In this study, we will analyze the differences in class satisfaction and academic achievement between asynchronous online learning and online blended learning classes, and discuss the strengths, weaknesses, and satisfactions of online blended learning. Methods : The subjects of this study were 39 of the occupational therapy students who took the 'child development' course. Asynchronous online learning class was applied for 1-6 weeks and online blended learning was applied for 9~14 weeks. The online blended learning class consisted of 1 hours synchronous online learning and 2 hours asynchronous online learning. For the asynchronous online learning, the screen recording program of OBS Studio was used, and for the synchronous online learning, the Zoom program was used. The results of course evaluation and academic achievement of students according to the type of lecture were compared, and a survey was conducted on the satisfaction of online blended learning. Results : The results of this study are as follows. First, satisfaction(A class: t=-4.19, p=.001, B class: t=-7.94, p=.00) with online blended learning classes was significantly higher than asynchronous online learning. Second, when applying online blended learning class, academic achievement(t=-10.58, p=.00) was significantly higher. Third, the online blended learning class showed the highest satisfaction in improving the interest in the subject, and it was found to be helpful in online class management, professor-student interaction, and class content understanding. Conclusion : We have found that online blended learning can compensate for the shortcomings of online lectures and increase the quality of the lectures and the satisfaction of students. The application of online blended learning should be supplemented according to the characteristics of each class, and I hope that blended online teaching methods can be developed based on new ideas in the future.

• Journal of the Society of Disaster Information
• /
• v.17 no.4
• /
• pp.722-732
• /
• 2021

Purpose: Due to the coronavirus infection-19 (COVID) pendemics, all educational institutions were required to provide full non-face-to-face real-time education, and fire officials were required to provide fire-fighting education by applying non-face-to-face education. In this difficult situation, the National Fire Service Academy tries to find the direction of the non-face-to-face real-time education and suggest ways to improve it through a survey of the status of non-face-to-face real-time education conducted by the NFSA to fire officials. Method: A survey was conducted on fire officials under the theme of "Consciousness Survey for Improving the Quality and Specialization of Non-face-to-face Real-Time Remote Education" and an in-depth analysis was conducted based on the results. Result & Conclusion: First, professors or educational operators shall actively utilize remote education programs suitable for educational characteristics by utilizing various programs. Second, a dedicated notebook for non-face-to-face training should be provided to provide an educational environment where all learners can participate in the training without difficulty. Third, in the case of education and training that requires the use of equipment due to the nature of fire officials' education and training, it is necessary to consider it as a non-face-to-face training place by arranging educational equipment at each fire station. Fourth, it is hard to expect a satisfactory educational effect to cope with practical education with theoretical education. Therefore, facilities and programs that enable non-face-to-face real-time hands-on training should be developed. It is worth considering the proper combination of face-to-face education while maintaining the social distance as much as possible until such non-face-to-face training is possible. Fifth, non-face-to-face education is considered to have high eye fatigue due to the light and electromagnetic waves of the computer screen, and as time goes by, the concentration level decreases. Therefore, it is necessary to form an education time to reduce the eye fatigue of learners and increase concentration through proper class and rest time. Finally, professors should operate a learner participation-oriented education that allows professors and learners to interact rather than one-sided knowledge transfer education. In addition, technical problems of non-face-to-face remote education should be thoroughly prepared through preliminary system checks to ensure that education is not disrupted.

• Journal of radiological science and technology
• /
• v.45 no.6
• /
• pp.531-541
• /
• 2022

This study surveyed 233 students who experienced non-face-to-face and face-to-face classes in "86 first-year, 76 second-year, and 71 third-year students" enrolled in the radiology department of universities in the Seoul metropolitan area. The main question of questionnaire consisted of a total of 14 questions, including online lectures and face-to-face lectures, use of electronic devices during classes, students' thoughts on flipped learning methods, and finally, whether it was helpful for students who were unable to participate in face-to-face classes due to COVID-19 to take classes online. The responses were composed optional to select the content of the questionnaire and descriptive to obtain open thinking from students. Comparing the significance level of responses of second and third graders based on the first graders, p>0.05 for second graders and p<0.05 for third graders, showing a significant difference in satisfaction with third graders who were greatly damaged by COVID-19 and freshmen. In conclusion, even in a situation where face-to-face lectures can be conducted, it is considered beneficial for students to conduct online lectures and face-to-face lectures according to the method of the major subject.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.13-23
• /
• 2021

This study requires SW education that can adapt to the advent of the fourth industrial revolution and the new normal environment of COVID-19 pandemic. Small and powerful smartphones, which have become a necessity in digital society, are designed and applied to create apps with useful apps or artificial intelligence modules that have been trained with data using the App Inventor program as a good teaching tool. After conducting the class in a blended method that combines face-to-face and non-face methods, the survey questioned the technical and cognitive maturity of artificial intelligence and the pros and cons of blended software classes. We also found changes in career orientation, which is intended to explore SW-related talent occupations that require a lot of demand in terms of national development before and after artificial intelligence classes. Significant results were reached in three of the sub-elements. Even in non-face-to-face situations, it is expected that an app vendor software education program using artificial intelligence will be provided to the actual site.

• Journal of The Korean Association of Information Education
• /
• v.26 no.1
• /
• pp.75-84
• /
• 2022

Currently, education is being conducted through face-to-face classes and instructional design using blended learning, an integrated online and offline model that utilizes online characteristics. As the paradigm of education has changed from face-to-face classes to non-face-to-face classes since COVID-19, teaching methods to respond to changes are required in the educational field. In this paper, as a instructional design model using online, we proposed a instructional design model that conducts online classes in non-real time and then conducts online face-to-face classes using virtual classrooms in real time. In addition, a teaching strategy that can apply the online face-to-face teaching design model using the proposed virtual class room to software classes was presented. The proposed instructional design model will be able to prepare for a paradigm shift in education with a teaching design that can accommodate the characteristics of face-to-face education online.

• Journal of the Korean Society of Radiology
• /
• v.16 no.7
• /
• pp.995-1006
• /
• 2022

The purpose of this study was to investigate the current status of practical course operation in a non-face-to-face online environment, learning effects, and students' experiences and perceptions for radiology major students using a survey. The questionnaire consisted of a total of 34 items in 5 areas: general characteristics of subjects, current learning participation in non-face-to-face environments, learning satisfaction, learning outcomes, improvement and requirements. For the analysis of the questionnaire responses, frequency analysis was performed on the response frequency, ratio, and scale for each item. Based on the general characteristics of the survey respondents, cross-analysis was performed using the chi-square test for participation in non-face-to-face learning, learning performance, and learning satisfaction. implemented. Improvements and requirements were qualitatively analyzed for the repetition frequency of words with the same meaning. Through the results of analyzing the responses of a total of 397 questionnaires, the direction of design and development of practical classes in a non-face-to-face environment in the future and basic information and implications for efficient operation were confirmed. Based on this, it is necessary to continue to think and make efforts for the efficient operation of non-face-to-face practice classes in the post-corona era.