• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.724-729
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• 2001

웹기반 수업(Web-Based Introduction: WBI)은 학습자의 지식이나 능력을 향상시키기 위하여 의도적인 상호작용을 웹을 통해 전달하는 활동으로서 자기주도적학습을 가능하게 하고 통시적 커뮤니케이션 통로를 제공하며 다양한 학습 지원 도구를 제공한다. 따라서 본 연구는 시간과 공간의 제약을 받지 않고 학습자가 원하는 시간에 원하는 시간만큼 학습할 수 있는 인격강의시스템을 현장에 도입하여 수업운영에 효과적으로 활용하고자 한다.

• Journal of Korean Home Economics Education Association
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• v.17 no.3 s.37
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• pp.123-138
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• 2005

The purposes of this study were to develop ICT time management program for middle school students using in the creative extra curricular activities and to test the effect of this program in the knowledge and attitude aspects of time management. The contents of a middle school Home Economics curriculum and nine different textbooks were analyzed Based on these analyses 5 ICT lesson plans on time management were developed. The ICT instructional method was used to develop 5 lesson plans. The second grade middle school students as an experimental group participated in 5 ICT time management classes during middle school creative extra curricular activities. The control group of students who had some condition with the experimental group were taught by traditional instructional methods. After experiment, the changes in attitude and knowledge of time management of both groups were analyzed using Analysis of Covaziance. The significant improvements of attitude and knowledge on time management were found among the experimental group of students compared with control group of students. Thus the following conclusion is made the ICT time management instruction conducted in this study was found loaming more effective than traditional one in attitudes and knowledge of time management

• Journal of the Korea Convergence Society
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• v.12 no.11
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• pp.257-263
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• 2021

This study analyzed the factors affecting online class satisfaction and tried to use it as basic data for more effective class management. The survey was collected on 208 students majoring in dental laboratory technology in Jeonbuk and Chungbuk. The data were analyzed by reliability analysis, descriptive stastistics, compare means(t-test, one-way ANOVA), Pearson's correlation coefficient and stepwies multiple regression analysis(SPSS program). The analysis results showed that expected benefit of time was 3.87, expected benefit of learning was 3.30, technology familiarity was 3.40, and class satisfaction was 3.21. The most influential factor in class satisfaction was technology familiarity. In order to increase the online class satisfaction, it is necessary to build a learning environment to improve the ability to learning tools used in classes and technology familiarity with the online class system.

• The Journal of the Korea institute of electronic communication sciences
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• v.17 no.6
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• pp.1213-1220
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• 2022

This study was conducted to understand how to derive educational methods to efficiently improve class satisfaction for 130 college students who experienced non-face-to-face classes during the last Covid-19. The appropriateness of class time, improvement of learning effect, continuity of non-face-to-face classes, and use of educational media were set as items corresponding to class satisfaction. Research was attempted to derive an educational method for efficient class satisfaction improvement by grasping the difference and relationship between variables.

• Journal of Convergence for Information Technology
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• v.11 no.5
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• pp.168-175
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• 2021

This study was conducted to survey the learners' satisfaction with the online head and neck anatomy class and obtain basic data for the purpose of possibly making continuing online class educationally more effective. A Google Forms survey was conducted with dental hygiene students, and 120 copies of the questionnaire were used as data for the final analysis. The study surveyed when they take on online classes and the types of online classes and had the respondents subjectively evaluate their own understanding of the classes and their academic achievements through them. The biggest influence on learning immersion was academic achievement and the biggest influence on the satisfaction with online class was the students' understanding of the class. It is hoped that the research results will shed light on the directions for designing new curriculums in anatomy in this era of a pandemic.

• The Journal of the Korea institute of electronic communication sciences
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• v.19 no.1
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• pp.225-232
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• 2024

The Asynchronous indivisual learning offer advantages such as allowing learners to study at their preferred times without spatial constraints. However, since these classes are not conducted in real-time, there are limitations in conveying learners' feedback on problematic or inadequately explained course content to the instructors. This paper proposed a system for relaying feedback information from learners who view course content to the instructors. Learners can investigate the reasons for pausing online recorded class content, and they can transmit these pause reasons along with the time information of the paused content to the instructors. Instructors receive feedback information and pause times of learners' online recorded class videos in graphical form, making it easier to identify areas with numerous issues in the course content at a glance. Instructors can incorporate this feedback to re-upload the content, resulting in higher-quality course materials, which, in turn, can enhance learners' academic achievements.

• Journal of the Korea Institute of Building Construction
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• v.12 no.4
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• pp.426-432
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• 2012

For students majoring in Architecture or Architectural Engineering, describing a building with pictures and signs is equal to expressing his/her opinion with sentences and presentations. CAD (computer aided design) is a method of describing buildings, and is used practically in architecture-related companies. Many universities prescribe CAD instruction as a compulsory subject, and ABEEK (Accreditation Board for Engineering Education of Korea) requires an introduction to CAD as a basic subject for visual expression. The Architectural Drawing and CAD class in the department of Architectural Engineering of J University is a 2-credit course, with 4 hours of lectures per week. Relative to other subjects, this is insufficient for practical study. Thus, to make up for this insufficient time, the class has adopted a Blended learning system that mixes off-line and on-line classes. The objective of this research is to introduce Blended learning, and to give a case study of the CAD class using Blended learning.

• Proceedings of the Korea Multimedia Society Conference
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• 2003.05b
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• pp.836-839
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• 2003

컴퓨터 교육은 2000년부터 실시되고 있는 7차 교육과정에 따라 그 중요성이 높아지고 있다. 컴퓨터 교육은 컴퓨터를 가지고 수업을 실시하는 실기 위주의 수업이지만, 교사가 모든 아동의 수업상태를 체크하거나, 효과적으로 학생들의 학업 진행을 제어 한 수가 없다. 이에 컴퓨터 수업제어 시스템을 도입하여 수업시간의 집중성과 능률을 높이는데 본 연구의 목적이 있다. 수업 제어 시스템은 모니터링 기능으로 학생들의 화면을 실시간으로 교사화면에 전송되며, 주목 기능으로 주어진 수업 이외의 다른 내용을 할 경우 해당 학생의 컴퓨터를 사용하지 못하도록 하는 잠금 기능을 사용할 수 있다. 본 연구는 수업제어 시스템을 적용하기전과 적용후의 수업 종류별, 성별, 학년별로 어떠한 차이가 있는지를 연구하였다. 수업제어 시스템을 도입하면 도입하기 전보다 학습자는 수업에 더 집중할 수 있으며 수업의 내용을 더 흥미롭게 여기고, 교사는 학생들을 효율적으로 관리 할 수 있다.

• School Mathematics
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• v.17 no.2
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• pp.203-222
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• 2015

This study analyzed the classroom discourse between teacher and students based on the Mehan(1979a)'s theory to examine the characteristics of the classroom discourse between teacher and students in high school statistics class. The results of this study on the structure of class showed that the statistics class in this study adopted knowledge transmission-oriented teacher-led class in which the framework of introductiondevelopment- arrangement, which is Mehan's basic 3 stages, is clearly represented. The results of examining I-R-E sequence showed that $I_T-R_T$ structure, in which the teacher asks questions and the teacher talks about the answer, frequently appeared. And the statistics class in this study was monological class in which students hardly participated. Through these results of this study, it was found that teacher should form the statistical context, in which students can participate in discourse, and build discourse learning community and induce argumentational discourse through metaprocess elicitation.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.723-724
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• 2022

지난 코로나 상황 동안 비대면 수업을 진행했고, 학생들은 빠르게 적응했다. 온라인 수업은 학습자가 이해될 때까지 반복 학습이 가능하고, 시간과 공간의 제약 없이 자기 주도적으로 학습할 수 있다는 장점이 있지만, 온라인상이라는 특징 때문에 교수자와 학습자 간 상호작용이 부족하다는 한계점이 존재한다. 하지만 이점은 차후에 비대면 수업의 지속적인 활용 및 확대를 제한하는 요인이 될 수 있다. 본 논문에서는 상호작용을 높일 수 있는 웹 기반 에듀테크 시스템을 제안한다. 온라인 수업의 강의 영상을 세부적인 내용을 나누는 Section을 통해 다른 학생들이 질문했던 Q&A 데이터를 모아서 생성된 Section-FAQ를 열람할 수 있고, 그 Q&A에 반응해서 상호작용이 가능하다. 또한 교수자에게 Q&A를 보낼 때 영상의 Section 정보와 강의시간 정보를 같이 전송하여 강의 영상을 확인하지 않고, 빠른 답변이 가능하도록 설계했다. 본 논문에서 제안하는 온라인 수업의 상호작용 향상을 위한 웹 기반 에듀테크 시스템을 통해 온라인상에서 교수자의 역할을 대신해주고 비대면 수업의 단점을 해소해주면서, 교수자과 학습자 간의 상호작용을 높여 수업의 이해도를 높이고 학습자들의 학업성취를 높일 수 있을 것이다.