• Communications of Mathematical Education
• /
• v.30 no.1
• /
• pp.47-65
• /
• 2016

The purpose of this paper is to compare the effects on the students' academic achievement and satisfaction level in a Calculus course taught by two different teaching modes, blended learning and face-to-face learning. The comparison analysis was made for Calculus 2 course in H university in South Korea offered in the Spring semester of the year 2015. Calculus 2 is a Calculus course designed for the first year students who plan to choose their majors in Engineering. There were two sections of the Calculus course taught in a blended learning mode and one in a conventional face-to-face learning mode. All these three sections including e-learning parts were taught by the author. We discuss some meaningful differences in the effects by the two different teaching modes.

• Journal of Digital Convergence
• /
• v.13 no.9
• /
• pp.11-19
• /
• 2015

The purpose of this research was to investigate factors influencing learning outcomes and effects of self-directed learning ability and motivation on learning satisfaction of nursing students in blended learning environment. A survey was used, and the subjects were 140 undergraduate students participated in Adult Nursing lesson at D University. Data collected from 9 to 14 June, 2014. There were no significant differences among general characteristics. Self-directed learning ability and learning satisfaction had significant correlations with each other (r=.25, p=.003). Self-directed learning ability was significantly associated with learning satisfaction, explaining 22.1% of the variance (F=20.74, p<.001). The results suggest that further research is needed to consider self-directed learning ability of students and to test the advantages of blended learning in developing contents in blended learning.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.34 no.3
• /
• pp.255-272
• /
• 2023

This study sought implications for further revitalizing student-centered classes by measuring and analyzing the effects of the operation of major courses applying blended learning for library and information sicence (LIS) students on learning immersion, result achievement, and learning satisfaction. The results are as follows: First, as a result of comparative analysis between the pre and post scores of learning immersion, result achievement, and academic satisfaction after operating the blended learning class, the average score of the post-survey was high. Second, among the factors of learning immersion, significant results were found in academic reasons, academic concentration, interest, and control. In particular, the effect of academic concentration and control was high. Third, among the factors of outcome achievement, significant results were found in achievement motivation, satisfaction, relationship utilization ability, and class attitude. The effect of satisfaction and relationship utilization ability was particularly high. Fourth, both general satisfaction and learning-related satisfaction were very effective in academic satisfaction factors. In sum, it was found that the operation of major courses applying blended learning was effective for LIS students.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2012.07a
• /
• pp.419-420
• /
• 2012

본 논문에서는 LMS나 고비용의 콘텐츠를 사용하지 않고 기본적인 상호작용 도구인 게시판을 개선하여 블렌디드 러닝에서 학습효과를 향상 시킬 수 있는 방안을 제시한다. 제안한 E-BoardII는 게시판의 기능을 개선하여 학습자의 성취 정도의 실시간 점검, 피드백 기능 수행, 수업 콘텐츠의 자동 생산 및 실시간 활용, 학습 동기 부여 및 분위기 환기 등의 효과를 가진다.

• Journal of the Korea Society of Computer and Information
• /
• v.18 no.8
• /
• pp.141-148
• /
• 2013

Traditional face-to-face university education has shifted its course to combine the advantages of both online and offline education in a blended-learning approach. However, there is still much that is unknown about the actual effect of blended learning, particularly it's learning outcomes in terms of cost effectiveness. This study qualitatively examines the costs and the learning outcomes of blended learning at an on-line college and off-line university. Online college level English pedagogy courses and blended with offline operations at an online university were studied across two semesters in terms of the quality of education, and both direct and indirect cost savings. Other causes for various learning outcomes and cost implications are proposed and validated.

• The Journal of the Korea Contents Association
• /
• v.22 no.10
• /
• pp.392-403
• /
• 2022

The purpose of this study is to investigate the effect of interpersonal relationships and communication skills of nursing students who received blended learning classes on adjustment to college Life. The subjects of this study were 133 first and second year nursing students. The survey was conducted from november 22th to december 3th. 2021. The data was analyzed with the SPSS/WIN 26.0 program. Descriptive statistics and meen differences were analyzed using an t-test, ANOVA, Pearson's correlation coefficient, Multiple regression. The result adjustment to college life of interpersonal relationship, communication competence it was found that there was a significant positive correlation between. The factors of communication competence, interpersonal relationship, Nursing and admissions motivation were impact on the adjustment to college life level of nursing students. The explanatory power of this was 44.3%. In conclusion, a strategy for improving communication skills and smooth interpersonal relationships is needed so that nursing students who have received blended learning can adjustment to college life.

• Archives of design research
• /
• v.16 no.4
• /
• pp.443-452
• /
• 2003

This study is to find out the possibility of applying the Blended Learning which combines the advantage of face-to-face classroom instruction and e-Learning to design education. This Blended Loaming Model has five steps such as 'prepare, teach, show, interact, and collaborate'. It is designed by the learning decision points (performance outcomes, content stability and structure, audience size, and so on) and the characteristics of delivery methods(asynchronous, synchronous). This research is based on the learners' satisfaction data of each step. The number of the participants is 27 and a questionnaire with 21 items is administered. Ten items of them are designed with 5-point Likert scales and the rest of them ask learners describe the reason of their selection. The result show that learners are satisfied with the blended learning than the off-line classroom. It is expected that the blended learning can be a substitute of the off-line classroom for the effectiveness of design education.

• Journal of the Korea Convergence Society
• /
• v.10 no.7
• /
• pp.411-419
• /
• 2019

The purpose of this study is to examine nursing students' satisfaction and to analyze satisfaction difference according to the general characteristics of the research subjects in blended learning. A survey was conducted for 4th grade nursing students who took 'Introduction to Nursing I (1)' course and agreed to participate in the study. 122 answers out of total 142 were analyzed. The findings are as follows; first, students' satisfaction was topped by off-line learning, followed by on-line learning, and blended learning; second, there was a difference in on-line learning satisfaction depending on the gender among the general characteristics of the research subjects, and also there was a significant difference in off-line learning satisfaction depending on the self-evaluation on grade; third, students pointed out that what needs to be improved most is technical support and system. This study would provide the measures to improve utilization and effectiveness of blended learning, and the basic data to establish university policies for the blended learning.

• Journal of Digital Convergence
• /
• v.17 no.8
• /
• pp.71-80
• /
• 2019

It is very important to have pre-service teachers enhance actual content development skill for STEAM classes through deep understanding of the concept. Thus the purpose of the study is to explore the educational methodology for improving pre-service teachers' competence of designing STEAM classes. The research performed with 17 pre-service teachers from Y university and 15 from S university in 2015. It includes blended learning methodology mixing online and offline classes. The result revealed that the students' perception on and the materialization skill of the STEAM education was improved by the methods of Lesson Study and blended learning. A positive result also came out in the respect of the perception on teaching with technology.

• The Journal of Korean Association of Computer Education
• /
• v.10 no.2
• /
• pp.77-87
• /
• 2007

The purpose of the study was to investigate the effects of social network centrality variables on students' performance in blended learning environment in a higher educational institution. Using data from 36-student course on Learning Theories and Their Implications on Instructional Design Practices, the researcher empirically tested how social network centrality variables - such as friendship network centrality, advice network centrality, and adversary network centrality - are correlated with academic achievement measures. Results indicate, as hypothesized, the friendship and advice centrality positively correlate with, whereas the adversary centrality being negatively correlate with application performance measures and test scores. The size and quality of posted online discussions are positively and strongly correlated with the advice network centrality.