• Educational Technology International
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• 제22권2호
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• pp.199-225
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• 2021

The aim of the current study was to suggest priorities needed to be considered by university instructors when designing online learning. Based on three types of interactions (learner-content, learner-instructor, and learner-learner interactions) for effective online learning (Moore, 1989), draft questionnaires representing each type of interaction were written. After examining content validity by two Ph.D. experts, the survey was constructed with an Importance-Performance Analysis (IPA) form. Data of 133 university instructors were collected online. Results showed that support for designing learner-learner interaction was the priority for improving online learning. In terms of learner-instructor interaction, instructors needed to provide social-emotional support to learners so that learners could have a sense of belonging. For learner-instructor interaction, supporting instructors to monitor the level of understanding was the most highly demanding strategy for online learning. Limitations and suggestions for further studies were discussed.

• Journal of Information Technology Applications and Management
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• 제15권3호
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• pp.153-167
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• 2008

This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups : social dimension (leader's enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners' perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

• International Journal of Contents
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• 제15권4호
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• pp.89-96
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• 2019

This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students' learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.

• 디지털산업정보학회논문지
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• 제16권3호
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• pp.83-94
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• 2020

The threat of COVID-19 pandemic put many universities in Korea to develop and implement various types of untact online classes. Online education has been recognized as one of the effective educational methods because of its ubiquitous and flexible educational environments. However quick move to online education caused by the sudden attack of the COVID-19 led to many problems such as faculty's burden and stress from the planning and designing suitable for online classes, technology system problems for both students and faculty and students' complaints of the low quality of education. The primary purpose of this study is to investigate the effects of learner, contents, and instructor factors on college student satisfaction with untact online classes during the first attack of COVID-19 pandemic. The data were collected from 605 undergraduate students of S women's university based in Seoul, who took the untact online classes in the spring semester 2020. The results of empirical analysis reveal that only contents factor are likely to predict learner satisfaction. These findings provide insights that the effective planning and designing classes are key to enhancing learner satisfaction with online education. This study suggests that instructors need various contents developed and educational strategies for students.

• 기독교교육논총
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• 제63권
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• pp.255-281
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• 2020

코로나 19로 인해 온라인 학습으로 대표되는 학습 방법의 변화가 보편화 되고 있는 지금 본 연구는 온라인 학습자의 자기주도학습능력, 교수자-학습자 상호작용 및 학습자-학습자 상호작용, 수업만족도의 관계를 구조적으로 탐색하고자 하였다. 연구결과 고등학생과 대학생 집단 모두 온라인 학습자의 자기주도학습능력은 학습자-학습자 상호작용을 증가시켰으며, 또한 높아진 학습자-학습자 상호작용은 수업만족도를 증가시켰다. 변인 간의 잠재평균비교분석을 통해 대학생과 고등학생 집단 간 변인들의 통계적 유의미한 평균 차이를 확인할 수 없었지만, 다집단 분석을 통해 고등학생의 경우 자기주도학습능력이 수업만족도와 교수자-학습자 상호작용에 직접적인 영향을 주지 않았고, 대학생의 경우 모두 유의미한 영향을 주었음을 확인할 수 있었다. 온라인 학습의 수업만족도 향상을 위한 자기주도학습능력과 학습자-학습자 상호작용의 중요성을 바탕으로 본 연구의 시사점 및 후속 연구를 위한 제안점을 논의하였다.

• Educational Technology International
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• 제19권1호
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• 지식경영연구
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• 제21권2호
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• pp.119-135
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• 2020

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.

• Educational Technology International
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• 제11권2호
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• pp.43-75
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• 2010

The purpose of this study is to identify patterns of learner behaviors, conflicting and facilitating factors during collaborative work in an online learning community(OLC). This study further seeks to investigate the difference of learner behaviors between high- and low-performing groups, and conflicting and facilitating factors. The online postings from four groups(19 students) in the spring semester(study 1) and six groups(24 students) in the fall semester(study 2) were analyzed. A coding scheme was generated based on constant comparison using the qualitative data analysis tool, NVivo. The analysis identified 7 categories of learner behaviors in both studies. Among the seven categories, information seeking and co-construction were most frequently observed in both studies. One evident difference between the high- and low-performing groups was that the high-performing groups revealed more incidents of learner behaviors in both studies. In addition, six categories of conflicting factors and five categories of facilitating factors were emerged in both studies. The inefficiency of work category was one of the most frequently observed categories in both studies. Interestingly, the high-performing groups showed more incidents of conflicting factors than the low-performing groups. This study revealed two different types of conflicting factors and there is a need for different moderating strategies depending on its type. Based on the results of the study, effective design strategies for an OLC to facilitate active learning were suggested.

• 디지털산업정보학회논문지
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• 제5권1호
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• pp.127-139
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• 2009

Recently a rapid development of Information Technology including Internet have brought new way of education such as Distance education, Cyber University, Home Schooling and so on. This change of education have also brought about the change of a tool and medium for education. It is a using multimedia contents in education. Using the multimedia learning contents on line education is considered as one of new way of education and expected to bring learner's better performance. Therefore, it's necessary to research online education contents and its design. In this paper, we discussed how the multimedia contents should be designed to help to reinforce what the learner have learned and researched a critical factor of online contents to effect on learner's better performance.

• 컴퓨터교육학회논문지
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• 제11권6호
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• pp.85-94
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• 2008

이 연구는 온라인을 기반으로 한 원격교육의 학습효과를 증진시키기 위한 방안으로 학습자들이 지각하는 교류거리의 구조지각수준에 따른 성별, 학습만족도, 학습지속성, 학업성취도와의 관계를 알아보았다. 연구결과 학습자의 일반적 특성인 성별에 따른 교류거리의 구조지각수준은 의의 있는 차이가 없었다(p>.05). 교류거리의 구조지각수준과 학습자가 지각하는 수업만족도와 학습지속성과는 통계적으로 의의 있는 상관이 있는 것으로 나타났지만 학업성취도와는 유의한 차이가 발견되지 않았다(p>.05). 교류거리의 구조하위영역 중 수업만족도에 대한 영향력이 큰 하위영역은 과정 상호작용이며, 학습지속성에 대한 영향력이 큰 하위영역은 내용구성으로 나타났다.