• Title/Summary/Keyword: online lecture

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Utilizing Online Game as a effective learning material - Consideration of a Business Strategy Lecture by Utilizing Online Game, 'Goonzu', for University students as a View of Constructivism - (효과적인 구성주의 학습도구로써 온라인게임의 활용 -대학생을 대상으로 온라인게임 '군주'를 활용한 경영전략 수업의 구성주의적 고찰-)

  • Wi, Jonh-Hyun;Won, Eun-Sok
    • Journal of Korea Game Society
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    • v.6 no.4
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    • pp.25-37
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    • 2006
  • Although the constructivistic instruction is emphasized in these days, many teachers feel burden to implement their teaching based on constructivistic teaming theory. As the main reason for this, difficulty to find out effective materials which can be utilized in the constructivistic instruction can be argued. According to recent studios, effectiveness of online games as the educational material was proven. Based on this result, the possibility for utilizing online games as effective educational materials in the constructivistic instruction was discussed in this study. For this, total process for the business strategy lecture implemented to 50 students in Chung-Ang univ. during 9 months by utilizing an online game named 'Goonzu' was reviewed by the perspective of constructivistic teaming theories. As a result of this review, it was proven that constructivistic methodologies were applied effectively in that lecture. Based on this, the possibility of utilizing online games as the effective material in the constructivistic teaming activity is discussed in this study.

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A study on pain points and improvement plans for interactive online classes (양방향 온라인 수업의 문제 지점과 개선 방안 연구)

  • Lee, Ji-Eun
    • The Journal of the Institute of Internet, Broadcasting and Communication
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    • v.20 no.6
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    • pp.137-144
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    • 2020
  • As the spread of COVID-19, the demand for interactive online class is increasing. Universities are introducing various types of online classes, but many problems arise in the field. Learners complain about the quality of the lecture, and professors have difficulty in preparing and conducting online classes. This study analyzed teaching & learning situation in interactive online class and drew teacher's pain point through case studies. Also, we suggested a method to solve the problem divided into a systemic approach and an administrative approach. The stable settlement of interactive online lectures is expected to accelerate the digital transformation of universities.

Status of non-face-to-face learning at selected regional universities for paramedicine since the coronavirus infectious disease 2019 outbreak: a cross-sectional survey on undergraduates (코로나19 발생 이후 일부 지역대학 응급구조학과의 비대면 교육 현황)

  • Kim, Sa-Rah;Kim, Chul-Tae
    • The Korean Journal of Emergency Medical Services
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    • v.26 no.1
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    • pp.71-85
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    • 2022
  • Purpose: This study aimed to investigate the current status of non-face-to-face education at universities for paramedicine and measure students' education satisfaction after the coronavirus infectious disease 2019 (COVID-19) outbreak. Methods: A cross-sectional survey was conducted for paramedic students at the Chungcheong and Honam areas using Google Forms. Convenience sampling was used. A structured questionnaire was created and modified according to Park and Choi's test tool developed to review online lectures and practical courses. Results: A total of 202 students responded to the survey. The satisfaction level of online lectures was 3.06±1.12 (n=202) out of 5. Students experiencing online lectures responded that it was difficult to focus on the class, and the overall quality and lecture delivery should be improved. They also experienced technical difficulties. The satisfaction level of practical course lectures was 3.24±1.04 (n=133) out of 5. It was higher than those of other types of classes because it was conducted by the more familiar face-to-face lecture. Conclusion: This study has shown that the universities and instructors have examined a variety of methods in paramedic education after the COVID-19 pandemic. However, further research and consideration are required to improve paramedic education during the COVID-19 pandemic.

An Analysis for the Student's Needs of non-face-to-face based Software Lecture in General Education using Text Mining (텍스트 마이닝을 이용한 비대면 소프트웨어 교양과목의 요구사항 분석)

  • Jeong, Hwa-Young
    • The Journal of the Korea Contents Association
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    • v.22 no.3
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    • pp.105-111
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    • 2022
  • Multiple-choice survey types have been mainly performed to analyze students' needs for online classes. However, in order to analyze the exact needs of students, unstructured data analysis by answer for essay question is required. Big data is applied in various fields because it is possible to analyze unstructured data. This study aims to investigate and analyze what students want subjects or topics for software lecture in general education that process on non-face-to-face online teaching methods. As for the experimental method, keyword analysis and association analysis of big data were performed with unstructured data by giving a subjective questionnaire to students. By the result, we are able to know the keyword what the students want for software lecture, so it will be an important data for planning and designing software lecture of liberal arts in the future as students can grasp the topics they want to learn.

Analysis of Online Behavior and Prediction of Learning Performance in Blended Learning Environments

  • JO, Il-Hyun;PARK, Yeonjeong;KIM, Jeonghyun;SONG, Jongwoo
    • Educational Technology International
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    • v.15 no.2
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    • pp.71-88
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    • 2014
  • A variety of studies to predict students' performance have been conducted since educational data such as web-log files traced from Learning Management System (LMS) are increasingly used to analyze students' learning behaviors. However, it is still challenging to predict students' learning achievement in blended learning environment where online and offline learning are combined. In higher education, diverse cases of blended learning can be formed from simple use of LMS for administrative purposes to full usages of functions in LMS for online distance learning class. As a result, a generalized model to predict students' academic success does not fulfill diverse cases of blended learning. This study compares two blended learning classes with each prediction model. The first blended class which involves online discussion-based learning revealed a linear regression model, which explained 70% of the variance in total score through six variables including total log-in time, log-in frequencies, log-in regularities, visits on boards, visits on repositories, and the number of postings. However, the second case, a lecture-based class providing regular basis online lecture notes in Moodle show weaker results from the same linear regression model mainly due to non-linearity of variables. To investigate the non-linear relations between online activities and total score, RF (Random Forest) was utilized. The results indicate that there are different set of important variables for the two distinctive types of blended learning cases. Results suggest that the prediction models and data-mining technique should be based on the considerations of diverse pedagogical characteristics of blended learning classes.

Online pedagogical strategies of a fashion design CAD course - Focused on Adobe Photoshop, Illustrator, and Texpro programs - (패션디자인 CAD의 온라인 교육 방법 연구 - 포토샵, 일러스트레이터, 텍스프로 프로그램을 중심으로 -)

  • Kwon, Sang-Hee
    • The Research Journal of the Costume Culture
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    • v.30 no.5
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    • pp.717-731
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    • 2022
  • The purpose of this study is to suggest effective online pedagogical strategies for a fashion design CAD course to enhance student learning and satisfaction. The study investigated student experience of online learning and compared online learning with a face-to-face learning experience. Student concentration, participation, perceptions of effectiveness of teaching, utilization of learning materials, and satisfaction were analyzed using a 5-point Likert scale. Advantages and disadvantages of online learning as well as advantages of face-to-face learning were also analyzed both quantitatively and qualitatively. Student concentration, participation, and perception of effectiveness of teaching were greater for face-to-face learning with significantly higher concentration on individual practice. Students utilized video recording of synchronous online lectures more actively than PDF lecture notes. The advantages of face-to-face learning were plentiful communication and feedback and easy questioning process as well as high levels of understanding and concentration. Meanwhile, major disadvantages of online learning were the speed of the lecture, lower levels of understanding and concentration, limited peer interaction, and technical problems. Major advantages of online learning were flexibility and convenience, repetitive learning through videos, and instant communication and feedback. Students preferred a blended learning approach for the fashion design CAD course. For effective online learning, it is suggested that instructors frequently question and check student practice through screen share in a private online meeting room and engage activities that are demanding of student interaction. The video recording of synchronous online lectures is also suggested as a supplemental learning material for repetitive learning.

Application Prototyping to Support Learning from Online Lectures on Building Construction (건축시공 온라인강의 학습지원용 애플리케이션 프로토타이핑)

  • Kim, Seong-Bin;Jo, Min-Jin;Kim, Jae-Yeob
    • Proceedings of the Korean Institute of Building Construction Conference
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    • 2020.06a
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    • pp.38-39
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    • 2020
  • Currently, attempts are being made to introduce innovative teaching methods in architectural engineering education. However, there is still a lack of research supporting self-directed learners. In this regard, this study sought to develop an application prototype to support learning from online lectures on architectural engineering and conduct prototyping for its evolution. Menus in the application prototype consisted of four main categories: lecture operation, video lectures, eBooks and past exam questions. The lecture operation was classified into eight sub-categories, including assignment submission and notice, so as to support interactions between instructors and learners as well as confirmation of the delivery methods. With respect to video lectures, assignment submissions and notice functions, prototyping connecting the mobile web was implemented to enhance user convenience.

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Factors influencing the other behaviors taken by Nursing student during online lectures (온라인 수업에 참여한 간호대학생의 딴짓에 영향을 미치는 요인)

  • Choi, Eun-Young;Yun, Ji-Yeong;Park, Shin-Young
    • Journal of the Korea Convergence Society
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    • v.11 no.9
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    • pp.433-441
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    • 2020
  • This study was conducted to identify the factors that influence the other behaviors taken by nursing students during online lectures. The study subjects were 304 nursing students in three universities. Data were collected between April 20 and 30, 2020, using by completing structured self report questionnaires. Data were analyzed using T-test, ANOVA, Pearson's correlation coefficient, and multiple regression using SPSS 26.0 program. In correlation analysis, significant negative correlations were found between other behaviors, interest(r=-17, p<.01), understanding(r=-19, p<.01), needs(r=-12, p<.05), learning motivation(r=-12, p<.05), self-regulation efficacy(r=-11, p<.05), learning confidence(r=-14, p<.05), lecture satisfaction(r=-22, p<.01), lecture flow(r=-24, p<.01). In the multiple regression analysis, learning confidence, prefer to discuss & present (β=.19), lecture flow(β=-.15), lecture satisfaction(β=-.15) were statistically significant factors that explained 10.6% of variance of other behaviors taken by nursing students during online lectures. Thus, we suggest to develop that teaching methods and programs to reduce other behaviors taken by nursing students during online lectures.

Characteristics of Teaching Orientation and PCK of Science Teachers in Online-offline Mixed Learning Environment (온-오프라인 혼합 학습환경에서 과학교사의 교수 지향과 PCK 특징)

  • Jisu Kim;Aeran Choi
    • Journal of the Korean Chemical Society
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    • v.67 no.6
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    • pp.441-461
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    • 2023
  • This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

A Case Study for Efficient Blended Learning Management (효율적인 혼합형 학습 운영을 위한 사례연구)

  • Kwon, Oh-Young
    • 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.

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