• Title/Summary/Keyword: 온라인 수업

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Study on Synchronous Online Learning through In-depth Interview with College Students - Centering Around Advertising and Public Relations Courses (심층 인터뷰를 통한 대학생들의 실시간 온라인 수업 만족도 연구 - 광고홍보 관련 이론 및 실습 수업을 중심으로)

  • Um, Namhyun
    • Journal of Digital Convergence
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    • v.19 no.5
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    • pp.57-67
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    • 2021
  • This study explores what factors influence college students' synchronous online learning satisfaction and what advantages and disadvantages exist when it comes to taking synchronous online learning courses. In-depth interview results suggest that advantages of synchronous online learning are convenience (no need for travel, no limitation for study place), saving money, and no worry for contracting Corona 19. However, disadvantages of synchronous online learning are instability of online learning system, lack of interaction between learners and educators, difficulty of instant communication, low education quality, and unfairness of exams. This study found that college students taking synchronous online course think that synchronous online learning is more appropriate for theory-based course than practice-based courses in that theory-based courses are lecture-oriented while practice-based courses require interactivity between learners and educators. This study provides educators a baseline understanding on how college students think over synchronous online learning and how to enhance students' satisfaction with synchronous online learning.

The Effect of University Students' Learning flow, Self-Directed Learning, and Learning Outcomes on Uncontacted Online Class Satisfaction (대학생의 학습몰입, 자기주도학습, 학습성과가 비대면 온라인 수업만족도 미치는 영향)

  • Lim, Jong Mi;Kim, Shin Hyang;Baek, Min Ja;Kim, Kyung Hwa
    • Journal of Digital Convergence
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    • v.19 no.4
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    • pp.393-401
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    • 2021
  • This study is a descriptive research study to verify the relationship between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction, and to identify factors that influence online class satisfaction. There was a significant positive correlation between university students' learning flow, self-directed learning, learning outcomes, and online class satisfaction. Online class satisfaction had a positive effect on learning flow and learning outcomes, but self-directed learning had no direct effect. The explanatory power of online class satisfaction was 49%. Based on the above results, in order to increase online class satisfaction, a plan is needed to improve university students' learning flow and learning outcomes for online classes. In addition, instructor and university are required to actively endeavor and support to improve the quality of online classes.

Influence of Online lecture quality, Self-Leadership on Academic Self-efficacy of Nursing Students (온라인 수업의 질, 셀프리더십이 간호대학생의 학업적 자기효능감에 미치는 영향)

  • Ko, Youngshim;Han, Sang Mi
    • Journal of the Korea Convergence Society
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    • v.12 no.4
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    • pp.327-336
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    • 2021
  • This study aimed to examine the online lecture quality, self-leadership, and degree of academic self-efficacy of nursing students who experienced online lecture and to identify the factors that influence academic self-efficacy. The subject of this study was 115 nursing students at one university, and the study design is a descriptive survey study that collected data through a structured questionnaire. As a result of this study, self-leadership(β =.431, p=<.001) and online class environment(β =.314, p=.004), a sub-factor of online lecture quality, were significant influencing factors on the academic self-efficacy of nursing college students. These variables explained 37.7% of the total variance in academic self-efficacy. Based on the results of this study, it is expected that it will be used as basic data for cultivating self-leadership and improving the online class environment in order to improve the academic self-efficacy of nursing students taking online classes.

University students' efficacy in real-time online class as alternative methodology due to Corona virus(COVID-19) events (코로나 바이러스(COVID-19) 사태로 인한 대체 방법으로서의 실시간 온라인 수업 참여에 대한 대학생의 효능감)

  • Baek, Jongnam
    • Journal of Digital Convergence
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    • v.18 no.11
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    • pp.539-545
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    • 2020
  • This study was designed to find out the efficacy of college students' lecture participation in online real-time lectures conducted at university due to the Corona virus events. Participants in this study are 701 students attending the W University in the J region and participating in real-time online lectures. The tools of this study consisted of four factors: interaction, learning improvement, adaptation, and accessibility. The results of this study are as follows: First, accessibility is the highest efficacy among college students' real-time online lectures participation and interaction is the lowest. Second, the efficacy of real-time online lecture participation of university students differed according to gender, grade, major, and access devices. This study is meaningful in that it confirmed the applicability of real-time online teaching method due to corona virus and confirmed the applicability of real-time online teaching as a method to prepare for the arrival of full-scale distance education in the post-Corona era. Lastly, it was suggested that the online class management method and support for each college major reflect the changes of the times.

Factors Affecting Students' Satisfaction with Online Learning and Intention to Use Online Learning (온라인 수업 만족도 및 사용 의도에 미치는 요인들 연구)

  • Um, Namhyun
    • Journal of the Korea Convergence Society
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    • v.13 no.4
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    • pp.203-211
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    • 2022
  • Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners' satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students' satisfaction with online learning and behavioral intention to use online learning.

An Analysis of Learner Satisfaction According to the Preferred Class Type in the Online Class (온라인 수업에서 선호수업유형에 따른 학습자 만족도 분석)

  • Kim, Kyong-Ah;Kim, Ji Sim;Ahn, You Jung
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2020.07a
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    • pp.595-596
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    • 2020
  • 2020학년도 1학기는 외부 환경 요인으로 인해 대학교육시스템에 큰 변화가 발생한 시기라고 할 수 있다. 컴퓨터공학 분야의 대표적인 실습기반 교과목인 프로그래밍 수업에서 학습자들에게 온라인 수업이지만 대면 수업의 실재감을 제공하는 방법을 모색할 필요성이 대두되었다. 본 연구에서는 다양한 유형의 수업 방식을 온라인 수업에 활용하여 대면 수업 수준의 실재감을 학습자에게 제공하고 학습효과를 높이고자 하였다. 강의 동영상 수업과 상호작용을 포함한 실시간 수업을 혼합하여 수업한 후 설문 조사를 통해 실시간 수업을 선호하는 학습자들이 수업목표인 프로그램 개발 능력을 타 학습자들보다 잘 습득하여 수업 만족도가 높았고, 이를 통해 온라인 수업에서 실시간 수업이 능동적인 학습자들에게는 대면 수업과 동등한 수준의 학습 효과가 있었음을 조사·분석하였다.

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Development of a Havruta Learning model and exploring its applicability in non-face-to-face real-time online classes (비대면 실시간 온라인 수업을 위한 하브루타 학습모델 개발 및 적용가능성 탐색)

  • Byon, Kil-Hee;Choi, Dea-Hun;Cho, Woo-Hong;Yun, Kyoung-Mi
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2021.01a
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    • pp.129-130
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    • 2021
  • 본 연구의 목적은 학생의 주도적 학습을 돕는 하브루타 학습방법을 대학의 비대면 실시간 온라인 수업에서 활용할 수 있는 하브루타 학습모델 개발과 그 적용 가능성을 탐색하는 것이다. 이를 위해 온라인 학습환경에서 하브루타 학습법 적용사례에 대한 선행연구 고찰과 관련 이론들을 분석하고 하브루타 수업운영 경험자 2인의 인터뷰를 통해 비대면 실시간 온라인 수업 상황에서 적용 가능한 학습 모델안을 고안할 것이다. 이를 하브루타 수업 운영 경험이 풍부한 6인의 전문가를 대상으로 수업 모델안의 적절성과 적용가능성에 대한 평가를 실시하여 비대면 실시간 온라인 수업을 위한 하브루타 학습모델을 개발하고자 한다. 이 연구를 통해 비대면으로 수업을 해야 하는 상황에서도 학습자의 주도적 학습을 가능하게 함으로써 학습효과를 높여 미래 사회에 필요한 역량을 개발하는 데 기여할 수 있을 것이라고 기대한다.

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An analysis of the structural equation modeling for the effect of university's online class support on learning participation through learning presence (대학의 온라인 수업지원이 학습실재감을 매개로 학습참여도에 미치는 구조방정식 모형 분석)

  • Kim, Ji-Hyo;Im, Hee-Joo
    • Journal of Digital Convergence
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    • v.19 no.5
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    • pp.269-277
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    • 2021
  • The purpose of the study is to explore the effect of university's managing and system support in online classes on learning participation mediated by learning presence and to examine the structural relationship between the factors. In order to achieve the purpose of the study, 135 students who take online "College English 2" classes were analyzed for the fitness of the research model and the path and structural analysis through a confirmative factor of the structural equation model. As a result of the study, first, the university's managing support for online class showed a positive effect to learning presence. Second, the university's managing support for online classes completely mediated learning presence and had a positive effect on learning participation. This study can clarify the structural relationship between environmental factors which are online class support and learners' characteristics in university online class, learning presence, and learning participation and can broaden the understanding of learning participation in online classes. It gives the implications that should be considered in teaching and learning design.

A Study on Improvement of Teaching and Learning of University in Online Class Environment since COVID-19 (COVID-19 이후 온라인 수업 시행에 따른 대학 교수·학습 개선방안 도출)

  • Park, Dongchan;Lee, Giljae;Kang, Soyun;Kim, Sujin;Ahn, Eunbi;Chang, Seojin
    • Journal of Industrial Convergence
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    • v.20 no.3
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    • pp.11-21
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    • 2022
  • The purpose of this study is to provide fundamental background to improve the quality of teaching and learning performance in online classes by analyzing the students' learning experience aspects on online environment. This study explores the relationship between learning experience and teaching and learning performance according to the online classes types(synchronous/asynchronous class), and identifies the mediation effect of students' perception and attitude toward online classes using Structural Equations Model(SEM). The findings are shown as follows: First, learning experience has positive effect on teaching and learning performance statistically. Second, learning experience has different effect on teaching and learning performance depending on the type of online classes. Specifically, learning experience in synchronous environment has higher influence on teaching and learning performance than in asynchronous environment. On the other hand, perception and attitude toward online classes have greater influence on teaching and learning performance in asynchronous class than in synchronous class. Lastly, the students' perception and attitude toward online classes do not have mediation effects significantly in the relationship between learning experience and teaching and learning performance. The result of this study can be a guide for researcher to approach to teaching and learning performance in online environment of university.

Satisfaction with Online Classes Due to COVID-19 Pandemic (COVID-19로 인한 전면 온라인 수업에 대한 만족도)

  • Kim, Soo-Jin
    • Journal of Convergence for Information Technology
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    • v.11 no.7
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    • pp.118-127
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    • 2021
  • This study aims to examine satisfaction of nursing students with online classes during first semester of 2020 after COVID-19 pandemic and the difference in satisfaction according to general and online-related characteristics. An online survey was conducted for all nursing students, and subsequently 627 responses were analyzed by t-test and ANOVA with SPSS WIN. Result reveals that students ability to use IT devices was above average, and most of them used laptop computers. Pre-recorded video lecture format was used the most, and improvement of online content was demanded the highest. Overall satisfaction with online classes was scored 3.0/5.0, with the highest satisfaction for anytime and anywhere learning, and the lowest satisfaction in recommending online classes to others. There were significant differences between self-evaluation on own grade, ability to use IT devices, format of online classes, and satisfaction about online classes. Through this study, it would be possible to suggest a plan to increase satisfaction of online class and basic data to establish university policy for online classes after COVID-19.