• 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.

• Journal of information and communication convergence engineering
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• v.2 no.2
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• pp.80-83
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• 2004

The core purpose of the system proposed in this paper is to help learners pursue proactive and self-oriented education by allowing learners to proactively configure their own content, that is, learners no longer have to be restricted by prescribed sequence of lectures. Although a variety of standardization and Learning Management System (LMS) were produced to develop and effectively manage web contents in response to active diffusion of internet application, practical changes to assist online learners are not yet to be found. In this paper, I would like to introduce a LMS that can support self-leading education by providing various types of learners at Virtual University with delicately organized educational contents for maximum efficiency. The system allows a learner to select a lecture or a chapter which has been presorted to meet his educational needs and intellectual ability. In general, most LMSs cannot meet every individual's educational needs because they structure their programs by letting learners simply choose from a list of available lectures at prescribed level or difficulty. However the Self-Leading LMS eliminates such boundaries by allowing learners to choose contents and difficulty within the limit set by their own educational competence.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.397-408
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• 2020

This study conducted a focus group interview with 15 college freshman from J college to find out their experiences in non-face-to-face lectures with COVID-19. The contents of the interview were recorded and conducted, and the meaning was analyzed according to the focus group interview procedure through repeated listening. Components were 'Operation of non-face-to-face lectures in unprepared situations', 'Loss of orientation in lectures and departure from learning', 'One way listening', 'The convenience of taking a lectures'. The experience of 'Operating non-face-to-face lectures in unprepared situations' included the start of mixed non-face-to-face lectures, cumbersome and inconvenient online systems, and the demand for tuition refunds. The experience of 'Loss of orientation in lectures and departure from learning' has experienced difficulty in concentrating on lectures, Deficiency in the degree of recognition of learning content, and burden of assignments and exams. The experience of 'One way listening' has experienced lack of interaction between professors and learners and non reflection of liveliness in the field. Finally, participants experienced satisfaction with being able to lectures and repeat lectures at anytime and anywhere they wanted with the convenience of taking lectures. Based on this study, participants called for improvements in the quality lecture contents and interaction between professors and learners, and it is thought that universities will need administrative and financial support and education design and system construction to construct high-quality lecture contents.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.245-251
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• 2022

In the context of the pandemic, educational institutions had to ensure an instant transition to remote technological models of communication within the new conditions of the educational environment. The purpose of the academic paper lies in determining the role of the communicative model of educational transformations in the realities of (post) modernity. The research methodology is based on a survey of 120 students from 10 higher educational institutions (HEIs) of Ukraine through an online form regarding the importance of live communication during a pandemic. Results. The communicative model changed significantly during the pandemic - the interaction was mainly due to technologies. The research has identified four communication models of educational transformations under the conditions of the pandemic, depending on learning models. The first traditional model of distance learning involves distance learning; the second model involves contact remote training using remote educational technologies; the third model is blended learning, which combines remote and traditional learning formats, synchronous and asynchronous modes of interaction; the fourth model is traditional contact training. The empirical study of the effectiveness of communication models proves that live communication remains extremely important for learning and understanding of educational materials by students, and technology has provided support for such communication. Along with this, seminars and video lectures with presentations combining live communication and communication technologies are as important as digital learning tools. The most effective teaching method for mastering and memorizing educational material was a live dialogue with a teacher at seminars in ZOOM, followed by individual written assignments on the studied topic.

• Journal of the Korean Society of Radiology
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• v.18 no.2
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• pp.101-108
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• 2024

Recently, Metaverse technology has emerged as an important topic in various fields. Metaverse refers to a three-dimensional virtual space in which social and economic activities similar to the real world are possible. Among the 235 third-year students who applied the Metaversity app in the radiology department of this university from September to December 2023, 200 participated in a survey to determine the difference in student response and satisfaction when applying the Metaversity app. analyzed. First, the most satisfactory VOD viewing method was viewing through the Metaversity app, followed by viewing through the LMS. Second, 'I think online videos are appropriate for holiday reinforcement.' showed the highest score at 4.35±0.60, 'I want face-to-face classes and online classes to be held simultaneously.' was 4.25±0.87, and 'I think meta. 'I watched it well through the Metaversity app' was the lowest at 4.10±0.30, and 'VOD viewing through the Metaversity app was used appropriately in class' was the lowest at 3.99±0.75. Also, there was no significant difference in the response to the teaching method (p>0.05). Third, in terms of satisfaction with VOD viewing using the Metaversity app, 'Applying the Metaversity app was interesting and fun' ranked the highest at 4.24±0.88. The score was high, with 'Better improvement is needed to actively utilize the metaversity app' at 4.00±0.45, and 'I hope the metaversity app is implemented in other remote classes' at 3.77±0.88. appear. 'VOD classes through the Metaversity app are better than the existing LMS method.' was found to be 3.44±0.66. Additionally, there was no significant difference in satisfaction with classes according to age and gender (p>0.05). The correlation between response and satisfaction with the metaversity app is 0.601, which can be considered very significant (p>0.001). As a limitation of this study, although we surveyed students' satisfaction with using the Metaversity app, we were unable to investigate the satisfaction of instructors who interact with students. In the future, we did not consider the instructor's satisfaction in classes using the Metaversity app. Research must be conducted, and universities must have institutional support and continued interest until metaversity apps are selected and used to prepare for distance learning.