• Educational Technology International
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• 제15권2호
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• pp.117-141
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• 2014

This qualitative study investigated different interaction patterns in an online discussion. The data was collected from asynchronous discussion occurred in a graduate course. The data analysis methods include inductive analysis and mapping strategy. The results of the study suggest three layers of interaction: response sequences, interaction amongst participants, and concept map of messages. The visualization of response sequences enabled the researcher to discover complex and dynamic interaction patterns amongst participants. The many-to-many communication feature of online discussion does not always enable direct one-on-one interaction between two participants. Rather, one message contributed to multiple threads in the stream of conversation. In terms of interaction amongst participants, the interaction amongst participants, as indicated in the data, the messages also bind each participant and consequently a group(s) of participants together. It appears that the contribution of one message may not only enable a response to one participant, but also connect many participants to each other. The concept map of messages proposes that response sequences and interaction amongst participants can also be viewed between concepts within messages in the discussion. On the surface, the messages posted by individuals are linked by the system in a linear fashion as they are posted. However, the interaction extends to collaborative conversation amongst participants. Ultimately, a conceptual network of interrelated ideas including multiple perspectives is built in asynchronous discussion.

• 공학교육연구
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• 제23권4호
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• pp.22-27
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• 2020

We propose and execute an introductory engineering course for investigating the history of technology and the philosophy of technology. Soft engineering, to explore proper technology and appropriate ways of exercising engineering, has been explored. Creative cases for technology are presented following the most creative, successful periods-the ancient greece, the Renaissance and Silicon Valley era. Ancient greek technology has been investigated in terms of "techne" with the origin of technology and/or art, and their equivalences. The Renaissance period has been investigated in terms of "Uomo universale (polymath)" with Firenze geniuses. The successful drives for the Silicon Valley creativeness have been investigated following "entrepreneurship". To overcome the difficult goal to grasp course subject-technology issues, we take a stance as a tourist guide and tourists utilizing offline onsite experiences and online informations. Categorized course materials are surveyed at the beginning of each period and presented following the preferences of the students to maintain the students' interests. Team efforts including group discussions and project executions have been encouraged to seek the aspects of creativeness and/or technology. This paper summarizes the 3-lecture experiences over 2 years for Korean students and/or foreign students conducted at Pusan National University.

• Educational Technology International
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• 제17권1호
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• pp.1-37
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• 2016

The purpose of this study was to develop a MOOC design model that would improve the current practice of MOOC development in Korea by specifying easy-to-use course development procedures and guiding strategies. Following Richey and Klein (2007)'s conceptual model development procedure, the first step was to perform critical review of relevant literature and observe typical MOOC development processes. As a result, the initial model was developed. The second step was to conduct the expert review with five educational technology and MOOC researchers to secure the internal validity of the model. Based on the experts' suggestions, the model was revised and once again reviewed by the same experts. This process resulted in the development of the 2^nd version of model. The third step was to carry out external validation research in order to test the effectiveness, efficiency, and usability of the model. A basic model may be confirmed or corrected based on examination of its results. Consequently, the model was elaborated as the final model. In the final model, 6 procedural phases and 9 specific steps were included. The six procedural phases are: Analysis (1st Iteration), Design, Development (Course Development), Implementation, Evaluation, and Analysis (2nd Iteration), a slight variation of ADDIE model. The specific steps include: 1) Goal Setting, 2) Environment Analysis, 3) Content Design, 4) Style Design, 5) Course Development, 6) Implementation Plan, 7) Course Implementation, 8) Summative Evaluation, and 9) Need Reflection. The study concluded with suggestions for further research and application of the MOOC design model.

• 한국실천공학교육학회논문지
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• 제2권1호
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• pp.52-57
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• 2010

온라인 강의가 제공되는 운영체제 교과목을 활용하여 면대면 강의와 온라인 강의를 혼합한 혼합형 학습을 진행하였다. 혼합형 학습의 효율적인 운영방안을 찾기 위하여 01분반은 2시간의 면대면 교육과 1시간 온라인 교육으로 강의를 구성하였고, 다른 02분반은 2시간의 온라인 교육과 1시간의 면대면 교육을 구성하였다. 중간고사 평가 결과 두 집단의 Cohen's d는 0.165로 큰 차이는 없었지만, 면대면 교육 시간이 많았던 01분반의 평균이 온라인 교육 시간이 많았던 02분반의 평균보다 조금 높았으며, 학생들의 점수 분산이 작았다. 반면 고득점자는 02분반이 많았다. 자기 주도형 학습이 용이한 온라인 교육이 많은 분반에서 더 많았다. 자기 주도 학습을 잘 수행할 수 있는 상위권 학생은 온라인 교육이 강조된 혼합형 학습이 적합하고, 그렇지 않은 학생들은 면대면 중심의 학습이 적합한 것을 알 수 있었다.

• International Journal of Advanced Culture Technology
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• 제9권3호
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• pp.188-201
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• 2021

The purpose of this study is to analyze the effects of online home learning in connection with extracurricular activities for lifelong education for the disabled in university on the cooking aids skills of cafeterias for the job search persons with developmental disabilities. Three people with job search developmental disabilities who have been in a state of unemployment for three years after graduating from a special high school course participated in the experiment. In order to verify the meaningful functional relationship between independent variables and dependent variables, multiple probe design across subjects, one of the main techniques of a single object study, was used. The experimental conditions according to the research design consisted of the steps of baseline, intervention, maintenance, and generalization. The dependent variable of this study is the restaurant cooking aid skills in the cafeteria, and three subskills such as side dish arrangement, sink arrangement, and dish washing were combined by task analysis. And the independent variable of this study was composed of procedures and methods to teach the environment, tools and materials related to the performance of dependent variables to the developmental disabled people at home by using real-time image technique through zoom service, and the contents of the performance by stages of task analysis. In addition, independent variables were applied to the subjects in the course of the extracurricular activities with the theme and contents of lifelong education for the disabled at university. Students who completed the above extracurricular activities practiced the intervention scene of the researcher through the screen sharing of zoom service. As a result, the subjects with developmental disabilities effectively acquired and maintained the positive response performance of dependent variables through independent variables. The subjects also showed high positive responses to generalization tests conducted in kitchens in cafeterias located elsewhere in the same university.

• 디지털융복합연구
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• 제19권9호
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• pp.411-421
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• 2021

본 연구는 학습자질문중심학습법과 온라인 퀴즈기반학습법을 생리학과 약리학 교과목에 순차적으로 적용하고 학습에 대한 효과를 비교하고자 간호학과 학생 총 173명을 대상으로 수행되었다. 전체 학생들의 학습동기는 8주차에 비해 15주차에 유의하게 낮아졌고(T=2.843, p=.005), 두 학습법을 적용한 순서에 따라서도 유의한 차이가 없는 것으로 나타났다. 그러나, 약리학 교과목 학습자들의 학습만족도는 온라인 퀴즈기반학습법만을 적용하였을 때 학습자질문중심학습법을 적용하였을 때보다 유의하게 높았다(t=2.184, p=.003). 본 연구 결과, 기초간호학교과목에 학습자질문중심학습법과 온라인 퀴즈기반학습법 중 어느 것이 더 효과적이라고 말할 수 없으며 순차적인 병용효과도 없으므로, 향후 수업 설계에서는 한 과목에 단일 학습법을 적용하거나 두 가지 학습법을 처음부터 병행하여 사용할 것을 제안한다.

• 실천공학교육논문지
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• 제14권1호
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• pp.27-35
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• 2022

본 연구의 목적은 최근 비대면 교육(online mode)의 형태로 빠르게 전환되고 있는 시점에서 여러 대학 간의 디지털 기술을 토대로 대학 간 공유와 협력을 공유할 수 있도록 비대면 환경에서의 산학협력형 캡스톤 디자인 교과목을 개발하는데 있다. 이를 위하여 비대면 환경, 캡스톤 디자인 등의 문헌 및 선행 연구를 분석하고 비대면 환경에서의 산학협력형 캡스톤 디자인 교과목 개발 모델을 개발하여 적용 방안을 제안하였다. 웨어러블 캡스톤 디자인 프로그램을 시범 적용하여 학생 인터뷰, 설문을 통해 실효성을 확인하고 수정, 보완하였다. 이는 비대면 환경에서 산학협력형 캡스톤 디자인 수업 계획, 개발 시 기초자료 제공 및 단계별 운영가이드로서 활용될 수 있을 것이다.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제16권2호
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• pp.726-741
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• 2022

The purpose of this study is to provide instructive theoretical models for art (music) education institutions especially when unpredictable risks, such as pandemics, occur again. Based on the customer behavior theory of the business-to-business-to-customer (B2B2C) platform, and in combination with the technology acceptance model (TAM) and expectation confirmation model (ECM), this study proposes an online education model from the perspective of art education. The framework is based on the three decision-making processes of the customer, and includes the product owner, content owner, and customer area. This paper highlights the factors that influence customers in making decisions when art education institutions are product owners. Regression analysis was introduced to study the factors influencing the expectation confirmation, and the overall fitting testing and six hypotheses testing of 385 effective samples were performed using the structural equation modeling (SEM). The results show that the course-design and after-service positively influenced the expectation confirmation, and the domain image positively influenced the continuance behavior. Negative emotions skipped the mediator (expectation confirmation) and directly exerted a significant negative impact on customers' willingness to continue system usage (continuance behavior). In addition, expectation confirmation positively influenced continuance behavior. The paths of detailed items comprising course-design, after-service, and negative emotion were also analyzed and discussed. In this path analysis, ordinary art learners did not believe that AI partners can play a very good auxiliary role. The findings contribute to the scope of information systems acting as an art education platform academically, and provide effective and theoretical support for the actual operation of art education institutions.

• 디지털융복합연구
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• 제19권8호
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• pp.275-283
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• 2021

본 연구는 형성평가 (FA)와 총괄평가 (SA) 사이의 관계를 검사하여 대학 EFL 수업 평가 개선을 돕고자 수행되었다. 이 연구의 참여자들은 중국의 4년제 대학에서 선택적으로 8주간의 대학 영어 과정을 수강했던 75명의 학부생들이었다. FA 데이터는 온라인 교육 플랫폼인 Mosoteach를 사용하여 자기 보고식 설문 조사에 의해 코스 마지막 과정에서 수집되었다. 연구 결과를 도출하고자, Pearson 상관관계 분석을 통해 FA와 SA(기말고사 및 수행활동 점수)간의 관련성을 SPSS로 분석하였다. 전반적으로 그 두 평가 점수 간 유의미한 긍정적 상관관계가 있다는 것으로 나타났다. 학생들의 단원 평가, 온라인 토론, 브레인스토밍, 신속한 답변, 그리고 과제 수행에서 교수자들의 엄지척 클릭수와도 깊은 상관관계를 보였다. Mosoteach 앱을 통해 관리되는 FA가 학생들의 수업의 학업 성과를 향상 시킬 수 있었다는 결과는 교육 평가 개선을 위한 경험적 기반을 제공할 수 있음을 시사하였다. 이러한 연구 결과에 따라 EFL 수업 평가에 대한 중요성이 설명되었다.

• 동의신경정신과학회지
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• 제35권1호
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• pp.1-13
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• 2024

Objectives: This study aims to develop an educational program based on a manual for disaster medical support using Korean medicine (KM) for disaster survivors. Methods: We conducted a literature review on another educational program, a focus group interviews with experts, a survey of the academic needs of Korean medicine (KM) doctors, educational competency development, and an expert Delphi survey. Results: This program was designed using a hybrid method combining online (4 h) and offline (8 h) elements; the total time of the program is 12 h. The offline course consists of theory (4 h) and practice (4 h) lectures. The theory lecture covers herbal medicine, acupuncture, stabilizing technique, emotional freedom technique, and self-management, and the practice lecture covers stabilizing technique, emotional freedom technique, and clinical performance evaluation. Meanwhile, the online course covers a manual for disaster medical support using KM and an introductory course from the National Center for Disaster and Trauma. Conclusions: The results of this study are expected to be useful for enhancing training for KM doctors in trauma care for disaster survivors as well as evaluating and validating the program's effectiveness.