• Journal of the Korean Society of Radiology
• /
• v.16 no.4
• /
• pp.491-497
• /
• 2022

In this study, we tried to secure basic data to create an environment necessary for distance learning through a survey on professor demand. Among the 184 full-time faculty members of the university, 73 (39.89%) respondents in 2021 and 87 (47.28%) in 2022 were included. As a result of the research on professor demand, in the 2021 school year, 27 people (37%) were classified as LMS improvement items when checking attendance, 38 people (23.3%) were pin-mics as content development support items, and 26 people (35.6%), 33 people (45.2%) of GOM Mix and 25 people (34.2%) of the distance education support center wanted to learn video editing program as the item of video editing program they are currently using. In the 2022 school year, 27 people (31.03%) said mobile upgrade as an LMS improvement item, 52 people (59.8%) of pin-microphone as a content development support item, 33 people (37.9%), but currently using the content creation intention using a studio. As for the video editing program they are working on, 47 people (54%) of GOM Mix Pro and 23 people (26.4%) of the distance education support center want to learn content creation method. In addition, the intention to produce content using the studio for the 2021 and 2022 academic year and the desired educational topic of the distance education support center in the future appeared insignificant (p > 0.05). In this distance education support center, we are working to solve the class of LMS attendance, upgrade mobile, and plan to distribute pin microphones. We are planning to increase the usability of the studio and provide training on how to use video editing programs and how to create video content. In order for a smooth class to take place in a university distance class, the university authorities should seek ways to support the instructor so that he/she does not have difficulties in performing his/her role as a teaching designer, such as setting learning goals, organizing and organizing content, motivating learning, and establishing effective class participation plans. there is a need

• Journal of Industrial Convergence
• /
• v.19 no.6
• /
• pp.59-66
• /
• 2021

Globally, the prolonged pandemic of COVID-19 (COVID-19) has had a great impact on all industries. In particular, in the field of education, online classes (non-face-to-face) had some negative perceptions of online classes, such as lack of preparation for learning and student dissatisfaction with the class. According to the current situation survey in 2020, non-face-to-face classes accounted for about 56% of the class, and streaming real-time classes and video content-based classes accounted for most of the class. This study empirically analyzes the problems to be solved by online classes through the 2020-2021 survey (software application practical class university students), and explains the detailed program and development plan (implementation result). This study intends to contribute to the development of online learning development of each educational institution after the end of the corona crisis.

• Journal of the Korea Society of Computer and Information
• /
• v.28 no.3
• /
• pp.177-187
• /
• 2023

This study aims to validate a tool evaluating MOOCs for higher education from the perspective of education service. Based on the results of related researches, a potential model for evaluating MOOCs (4 factors and 8 sub-factors) was made. An evaluation tool consisting of 18 survey items was delivered to 138 college students. After data cleaning, 136 surveys were used for exploratory factor analysis (principal component analysis. varimax rotation) and reliability analysis that confirmed the fitness of the potential model. Four exploratory constructs and seven sub-factors were extracted: Factor I was labeled as 'Systemic Learning Experience,' Factor II, 'Value Experience,' Factor III, 'Co-creation of Value Experience,' and Factor IV, 'High Order Learning Experience.' Reliability estimates using Cronbach's alpha indicated that the evaluation tool had good internal consistency. In conclusion, the evaluation tool for MOOCs in higher education was proven to be valid and reliable.

• Proceedings of the Korean Information Science Society Conference
• /
• 2012.06d
• /
• pp.35-37
• /
• 2012

원격교육과 e-러닝의 차세대 형태로 모바일 교육에 대한 관심이 급증하고 있다. 이러한 모바일 교육은 스마트폰을 중심으로 전개되고 있으며 사이버 대학교뿐만 아니라 일반 오프라인 대학에서도 적극적인 움직임을 보이고 있다. 본 논문에서는 u-캠퍼스 환경기반에서의 모바일 교육 서비스 시스템을 설계하였다. 모바일 교육 서비스 시스템은 u-캠퍼스 환경기반에서 교육 수요자들인 학생들에게 시공간의 제약 및 디바이스에 제약이 없는 학습 환경 시스템을 제공하고 모바일 캠퍼스 플랫폼 기반의 m-러닝 시스템을 설계한 것이다.

• The Journal of Korean Association of Computer Education
• /
• v.18 no.6
• /
• pp.43-51
• /
• 2015

In this paper, we develops the hybrid career coaching model combined the face to face and the E-coaching, and applies students of childhood education for career guidance. The presented hybrid career coaching manages a profile and state information and a remote access between the coach and coachee on Internet. Then, online part of hybrid coaching deals with saving the data, and understand of the situation of the coachee if it is necessary. And face to face part of hybrid coaching have a conversation, the checking, counsel and introspection if the coach needs. Presented hybrid career coaching model has th procedure of 6 steps such like career coaching guidance, self-understanding, career decision-making, establishment of the career execution planning, execution plan and action will inspection and execution result inspection. Proposed hybrid career coaching is possible to understand coachee's current state on the career map, realize the importance of the execution strategy and maximize the efficiency and effectiveness self-regulation capacity.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.6
• /
• pp.223-231
• /
• 2022

Covid-19, which has made a huge difference in our daily lives, has also brought major changes to our college education. As the class was changed from the traditional face-to-face class to a non face-to-face class, both teachers and students had difficulties in adapting, and problems such as the occurrence of academic achievement gaps due to non face-to-face classes were also raised. Therefore, this study aims to find out what attitudes students have toward non-face-to-face classes at universities caused by Covid-19. Accordingly, this study tried to identify the types of subjective perceptions college students have toward non-face-to-face classes by applying the Q methodology, and to suggest points for reference in the development and improvement of non-face-to-face classes in the future. Five types were found as a result of analysis using 30 P samples and 34 Q samples. First, learning efficiency-oriented type, second, class participation and communication-oriented type, third, non-face-to-face class active acceptance and utilization type, fourth, dissatisfaction type due to remote system and equipment operation errors, fifth, passive response type according to the situation to be. From the results of this study, it seems that it is necessary to develop an educational method for effective non-face-to-face class considering the characteristics of each type, and the merits of non-face-to-face classes, especially recorded lectures, in terms of learning efficiency, are evident. Therefore, even if face-to-face classes are conducted entirely at universities, it is believed that providing video-recorded lectures in class will be of great help to students' learning.

• The Journal of the Korea Contents Association
• /
• v.21 no.9
• /
• pp.63-74
• /
• 2021

The aim of this study was to analyze the levels of learners' participation and interactions both quantitatively and qualitatively based on the learners' choices of topic patterns in a process of online debate of a general subject and to explore the effects in order to suggest the ways for activating online debates. For this, it quantitatively analyzed the messages and the patterns in the online debate boards and supplementally implemented a post survey in order to investigate the participants' recognition on the factors of the learners' interactions and the effects. The given topic patterns were 'the presentation of one's opinion' and 'the presentation of pros and cons.' As a result of the analysis, the participating degree was higher in the pattern of 'the presentation of one's opinion' apart from the previous study. This study surveyed and, based on the result, it proposed the teachers should refer to the participants' tendency in advance. Also, it presented the deeper meanings on the interactions extracted by the results of the survey. The learners showed the strong dependence on the teacher' lectures or his materials and a variety of interactions with diverse objects. Besides, it is revealed that debates are helpful factors for enhancing learners' argumentative thinking, writing skills, and the knowledge about the subject in terms of the participants' recognition. Based on the findings, this study emphasized the teachers' educational roles and suggested the educational effects of the online debates in each class should be activated in this era of distance education.

• The Journal of the Convergence on Culture Technology
• /
• v.7 no.3
• /
• pp.397-404
• /
• 2021

This study examined how different types of remote video lectures, which universities are using in earnest now due to the COVID-19 pandemic, impact the academic achievement of learners. Zoom-based remote video lectures were divided into two types-general lecture-centered and group task-oriented-and experimental and control groups were set up accordingly. An achievement test and a questionnaire were conducted to determine how academic achievement differed between these two approaches. The achievement test revealed no significant differences in achievement scores between the two groups. Meanwhile, the questionnaire regarding satisfaction with Zoom-based video lectures indicated that both groups were highly satisfied. Participants in the general lecture-centered type group cited the effect of learning, their instructors' class preparation and attitudes towards the class, and the promotion of participation in learning activities as the causes of their satisfaction, while participants in the task-oriented type group highlighted communication and sharing, the efficiency of group discussions, and the moderate difficulty level of group tasks as the reasons for their satisfaction with the video lectures. Remote video lectures in the untact era are becoming increasingly common, and educators will need to develop various Zoom-based teaching strategies to maximize their efficiency.

• Journal of The Korean Association of Information Education
• /
• v.26 no.2
• /
• pp.129-140
• /
• 2022

Our society is undergoing rapid changes due to COVID-19, and in particular, online learning using digital technology is being tried in various forms in the educational field. A change has occurred. However, the limitations of distance learning, such as reduced learning immersion in non-face-to-face educational situations, lack of interaction between teachers and learners, and lower basic academic ability, are constantly being raised, and an appropriate educational strategy is needed to solve these problems. This study focused on the concept of 'Metaverse' based on the interaction between the virtual world and the real world, and tried to verify the effectiveness of educational activities based on it. In detail, we propose an educational framework for realizing flipped learning in the Metaverse Virtual Classroom, and a frame developed by measuring the learning immersion of a single group with a teaching/learning program developed based on this. The effectiveness of the work was verified. When the metaverse platform-based flip learning framework and education program proposed in this study were applied, it was confirmed that learners' immersion in learning was improved.

• Journal of the Korean Society for Library and Information Science
• /
• v.55 no.4
• /
• pp.267-291
• /
• 2021

Due to the global pandemic caused by COVID-19 in 2020, there have been major changes in the education sites. Universities have fully introduced remote learning, which was considered as an auxiliary education, and non-face-to-face classes have become commonplace, and professors and students are making great efforts to adapt to the new educational environment. In order to improve the quality of non-face-to-face lectures amid these changes, it is necessary to study the factors affecting lecture satisfaction. Therefore, This paper presents a new methodology using big data to identify the factors affecting university lecture satisfaction changed before and after COVID-19. We use Topic Modeling method to analyze lecture reviews before and after COVID-19, and identify factors affecting lecture satisfaction. Through this, we suggest the direction for university education to move forward. In addition, we can identify the factors of satisfaction and dissatisfaction of lectures from multiangle by establishing a topic classification model with an F1-score of 0.84 based on KoBERT, a deep learning language model, and further contribute to continuous qualitative improvement of lecture satisfaction.