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A Study to Improve Full - Cyber Lectures: with Focus on Instructors' Proposal

완전사이버 강의의 개선을 위한 방안: 교수자 제안을 중심으로

  • 이승원 (백석대학교 사회복지학부)
  • Received : 2013.03.15
  • Accepted : 2013.04.20
  • Published : 2013.04.28

Abstract

The purpose of this study is to verify the effects of partial-cyber and full-cyber lectures and explore directions for improvement. This study compared the mean scores of course evaluation for traditional face-to-face lectures, partial-cyber lectures of blended instruction, and full-cyber lectures. Also, this study interviewed instructors of full-cyber lectures to investigate the ways to enhance the lecture quality. The findings suggest that the course evaluation scores for full-cyber university were consistently lower than those for other types of lectures for four semesters between the years of 2011 and 2012. Results also showed that mean scores of partial-cyber lectures were the same as those of face-to-face lectures. After all, class satisfaction in full-cyber courses that learning occurs in cyber space was the lowest. Instructors who taught full-cyber lectures proposed that enrollment should not be within 60 students and professional assistance should be provided for lectures exceeding 60 students. Finally, they suggested content updates through a collaborative system with professionals, instructors' efforts to enhance interaction in both online and offline contexts, and learning quantity rationalization.

Keywords

Full-Cyber Lectures;Partial-Cyber Lectures;Course Evaluation Scores;Instructors' Proposal;Professional Assistance