• Human Ecology Research
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• v.60 no.2
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• pp.187-209
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• 2022

The objective of this study was to conduct a 'Theory of Home Economics Education' class using online problem-based learning(PBL) for prospective home economics(HE) teachers. The aim was to enable teachers to analyze the learning experience in the classroom, and to prepare operational strategies for online PBL on this basis. In order to achieve this, online PBL was applied to 31 students participating in the 'Theory of Home Economics Education' at the Department of HE in a university in Seoul, and the results were collected from the learning process. This also involved a reflective journal, a survey on the learning experience and the impacts was conducted. Moreover, analysis was undertaken on the learning activities, learning difficulties, and improvements. The main research results are as follows. Firstly, students accessed Webex, an online video conferencing program, and performed two PBL tasks: 'Making Home Economics Promotion Materials' and 'Presenting Teaching Strategies to Improve Learner's Immersion in Online Classes'. Secondly, learners established their own identity of HE learned about the HE class plans themselves. They also encountered realistic experience as HE teachers and learned communication and collaboration skills. Furthermore, they acquired creative problem-solving and self-directed learning ability, community consciousness, as well as the attitude of consideration and respect. Thirdly, students lacked knowledge of learning content and encountered difficulty in solving data research, analysis processes, and unstructured problems. They were affected by a lack of time and encountered problem in communicating with other team members in an online environment. As an improvement in online class operation, it was considrered necessary to reduce the learning burden by securing time and reducing the number of assignments, as well as to explain active interaction with instructors and PBL.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.9-17
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• 2021

This is a descriptive investigative study which attempts to confirm the mediating effect of learning motivation in the relationship between self-directed learning, learning commitment, and learning persistence intention of university students in an online learning environment. The questionnaires were randomly distributed online and the agreed questionnaires were retrieved, with a total of 338 copies used for analysis. The following is the summary of the findings. First, there were significant differences in learning persistence intention according to general characteristics depending on age, major, part-time job, and academic level. Second, the results showed a positive correlation between self-directed learning, learning commitment, learning motivation, and learning persistence intentions of the subjects were statistically significant. Third, after checking the mediating effect of learning motivation in relation to self-directed learning, learning commitment and learning motivation, the learning motivation has a partial mediating effect on learning and 23% explanatory power, and the learning commitment was found to have a complete mediating effect on the impact of learning motivation on learning intentions with 21% explanatory power. Based on these results, it is necessary to provide a more diverse educational environment, such as operating a motivation semester program that can improve learning motivations along with learning commitment, and the use of a variety of contents that can focus the learner's interest or attention.

• International Journal of Computer Science & Network Security
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• v.23 no.11
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• pp.117-127
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• 2023

In many training institutions, the major advancement of Information Technology is having a profound impact on the way in which instructors teach and students learn, as well as how the two interact. The training process is continuing with the goal of enhancing the calibre of instruction and engagement. Top colleges and institutions have more recently developed a variety of Massive Open Online Courses (MOOC) systems centred on the development of new educational offering ways. These have not only captured the interest of students and scholars in the field of higher education, but also that of staff members in the private and public sectors. This study uses a Unified Theory of Acceptance and Use of Technology (UTAUT) model to assess the top MOOC providers and pinpoint the key elements influencing learner acceptance of MOOCs in Saudi Arabian training. A total of 382 government trainees in Saudi Arabia participated in an online survey, the results of which underwent analysis using structural equation modelling. This study identifies the key elements influencing Saudi government employee trainees' intentions to use MOOCs, with the findings indicating that the suggested model can account for 86.2% of user behaviour and 88.5% of user intentions.

• Journal of the Health Care and Life Science
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• v.9 no.1
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• pp.77-86
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• 2021

This study is a research study to determine the effect of online lecture substitution for subjects due to COVID-19 on self-directed learning ability, academic achievement, and online learning satisfaction of nursing students. From September to October 2020, the final 113 nursing students of data recovered as enrolled in the Department of Nursing at a university located in G City were analyzed. The data collected were analyzed by performing descriptive statistics and hierarchical regression analysis using the SPSS 21.0 program. The study results are summarized as follows. The average score of self-directed learning was 3.32±0.39, academic achievement 3.32±0.75, and learning satisfaction was 3.31±0.78. Factors affecting online learning satisfaction were found to be preferred learning methods and academic achievement. Based on the results of this study, it is necessary to design instruction and operate classes to improve online learning satisfaction by evaluating the learner's learning method in advance when running nursing school subjects as online lectures for nursing students.

• Journal of the Korea Society of Computer and Information
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• v.29 no.1
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• pp.273-285
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• 2024

With the active utilization of Online Judge (OJ) systems in the field of education, various studies utilizing learner data have emerged. This research proposes a problem recommendation based on a user-based collaborative filtering approach with learner data to support learners in their problem selection. Assistance in learners' problem selection within the OJ system is crucial for enhancing the effectiveness of education as it impacts the learning path. To achieve this, this system identifies learners with similar problem-solving tendencies and utilizes their problem-solving history. The proposed technique has been implemented on an OJ site in the fields of algorithms and programming, operated by the Chungbuk Education Research and Information Institute. The technique's service utility and usability were assessed through expert reviews using the Delphi technique. Additionally, it was piloted with site users, and an analysis of the ratio of correctness revealed approximately a 16% higher submission rate for recommended problems compared to the overall submissions. A survey targeting users who used the recommended problems yielded a 78% response rate, with the majority indicating that the feature was helpful. However, low selection rates of recommended problems and low response rates within the subset of users who used recommended problems highlight the need for future research focusing on improving accessibility, enhancing user feedback collection, and diversifying learner data analysis.

• The Journal of the Korea Contents Association
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• v.15 no.2
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• pp.507-519
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• 2015

Along with the rapid diffusion of smart devices, smart learning has been taking place as a main pedagogy in education. Under these drastic changing circumstances, social presence and interaction between learners have been highlighted as key factors in educational research. In this light of rising importance, this study examined the effects of modality and smart device on users' perceived social presence and interaction experience in a smart learning environment. It conducted 2(text based interface vs. audio/video based interface) by 2(smartphone vs. tablet PC) between-subjects experiment. 80 participants were systematically recruited and randomly assigned to four conditions. The findings showed that social presence was higher in audio/video based interface condition than in text based interface condition. Modality also had a positive effect on learner's interaction experience. On the other hand, the effect of smart device is found to be statistically insignificant. Instead, interaction effect existed between modality and device on social presence. The result of this study suggests that the modality and characteristics of device should be considered seriously when designing interface of smart learning contents. The findings in this study provide future studies with heuristic implications by highlighting users' perceived cognition and experience.

• Journal of Industrial Convergence
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• v.21 no.8
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• pp.1-12
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• 2023

The purpose of the study is to analyze the impact of blended learning's external classroom formats and internal teaching strategies, which has been implemented in university classes due to COVID-19, on students' academic achievement and learners' perceptions, as well as to provide insights into the desirable direction of online education. The study was conducted during the 1st semester of 2022 at G University, targeting students taking Calculus I. The experimental group consisted of 117 students, while the control group consisted of 707 students. Blended learning, involving a combination of face-to-face classes, online classes, and mixed teaching methods, was implemented, and academic achievement and learner perceptions were assessed. The research findings indicate that compared to solely online classes, adopting a blended learning approach with online classes before the midterm and face-to-face classes afterwards resulted in a decline in academic achievement. The unprepared and simplistic external format of blended learning was found to be ineffective, however, a blended learning model consisting solely of online classes, incorporating a mix of asynchronous and synchronous instruction, demonstrated positive learner perceptions. Additionally, utilizing technology in the teaching strategies yielded positive outcome.

• Journal of Technologic Dentistry
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• v.43 no.4
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• pp.186-193
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• 2021

Purpose: The purpose of the study was to determine the general characteristics of students in dental technology departments; the correlations among their immersion in learning, class satisfaction, and academic achievement; factors influencing online learning experience; ways to improve students' class satisfaction; and basic data for designing effective online courses. Methods: A total of 300 questionnaires were produced and distributed to dental technology students from September 29 through October 8, 2020. The outcome was analyzed using IBM SPSS Statistics ver. 25.0. A significance level of α=0.05 was used for reliable verification. Results: Immersion in learning, class satisfaction, and academic achievement were relatively high among students who studied on a regular basis, and class satisfaction and academic achievement were relatively high among students who studied with almost no interruption. Concerning the correlations between academic achievement, immersion in learning, and class satisfaction in online learning, the correlation between academic achievement and class satisfaction was the highest at r=0.862. Class satisfaction was the largest factor that influenced academic achievement, and the higher students' immersion in learning and class satisfaction were, the higher their academic achievement was. Conclusion: The research is a case study that investigated the general characteristics of dental technology department students and the correlations among their immersion in learning, class satisfaction, and academic achievement. The study outcome could be used in determining factors that influence online learning and designing effective online courses that improve learner satisfaction.

• Journal of Information Technology Services
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• v.6 no.3
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• pp.195-207
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• 2007

This study describes the design and implementation of web based collaborative learning system to improve interactivity among learners. Based on suggestions from previous studies, the system is composed of three main parts : the community module, the learning module, and the administrative module. The study participants were 254 university students from two different institutions. They were divided into 43 groups and asked to complete an online TOEIC preparation module using the learning system over 4 weeks. Survey data were collected at three points from each participant-before and 3 weeks after the beginning of the online module and at the completion of the module. The result indicates that the usage of this system is positively related to the learners' collaborative learning activities, the level of sense of community, and learner satisfaction both at the individual and group levels.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.12 no.8
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• pp.3992-4005
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• 2018

In our current information-based society in which knowledge is a fundamental asset to production, the capability to utilize information and produce knowledge with the use of information technology (IT) has become essential to learning. Massive Open Online Courses (MOOCs) have recently been introduced in light of such changes and are recognized as an alternative to open education. MOOCs' capabilities are being acknowledged in lifelong education in terms of reeducation and knowledge sharing, and also in terms of improving teaching quality, and improving university students' levels of creativity and integrated thinking by supporting high-level content and teaching. Therefore, this study presents an extended research model that combines information system (IS) continuance and task-technology fit models. Our study researches previous literature, revealing factors of continuous use after accepting MOOCs from the learner's perspective, and analyzes the model empirically. The ideal environment for MOOCs learners is evaluated, and a strategic approach to the successful settlement and diffusion of MOOCs is presented based on this study's findings.