• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.291-300
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• 2020

Although the need for international online courses and the number of online learners has been rapidly increasing, the online class evaluation has been mostly relying on the quantitative survey analysis. So a more objective evaluation method has to be developed to more accurately assess online course satisfaction. This study highlights the benefits of using big data analysis from the bulletin board messages of online learning system as a method to evaluate the online courses. In fact, automatic classification technology is recognized as an important technology among big data analysis techniques. Our team applied this technique to evaluate the online courses. From the delphi analysis results, suggested method was concluded that the evaluation items and classification results are suitable for online course evaluation and applicable in schools or institutions. This study has confirmed that the rapidly accumulating big data analysis technology can be successfully applied to the education sector with the least change. It also diagnosed a meaningful possibility to expand the big data analysis for further application.

• Journal of the Korea Society of Computer and Information
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• v.25 no.9
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• pp.203-212
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• 2020

The purpose of this study is to analyze the perception of non-face-to-face online undergraduate lectures experienced by foreign learners, to identify problems of online lectures, and to suggest improvements. For this study, the perception of online lectures was investigated and analyzed by foreign undergraduate students who took online lectures at A and B universities. Through this, I explored the design direction, complementary measures, and direction of online lectures to be held at Korean universities in the future. As a result of this study, non-real-time lectures through E campus were recognized as advantages in that they could learn repeatedly and listen to lectures at home., Real-time lectures using Zoom were recognized as an advantage of being able to communicate between professors and learners. Both types of online lectures had many tasks and had difficulty in focusing on the lecture until the end. In the future, it was found that the amount of lecture contents and the amount of tasks should be reduced and the condition and sound quality of the lecture image should be improved. As for the evaluation method, they preferred online evaluation rather than offline evaluation, and they preferred relative evaluation rather than absolute evaluation. The results of this study were able to closely understand how learners perceive online lectures. Also, when conducting online lectures, I was able to know the points that need to be improved in the future. The results of this study are expected to contribute to the design direction of online lectures and the development of online contents at each university.

• The Journal of Korean Association of Computer Education
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• v.19 no.3
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• pp.55-66
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• 2016

This study explored the rating tendency of online university learners in their course evaluations and its effects on the course evaluation results. Data including the subjects' demographic information, learning activities, rating tendency, and course evaluation results were collected from 1,098 learners in an online university in the spring semester of 2015. There were three main findings. First, the subjects showed distinctive rating tendencies in participation rates for course evaluation and rating consistency. The participation rates went from one extreme (0%) to the other (100%), and the rating consistency among the test items was highly related to that among the courses as a whole. Second, the subjects showed different tendencies in terms of course evaluation period, rating consistency, and course evaluation results according to demographic information and learning activities. Third, course evaluation results were independently affected by demographic information, learning activities, and rating consistency. The study was meaningful in that it explored learners' rating tendencies concretely and suggested that such tendencies should be considered in analyzing course evaluation results.

• Proceedings of the Costume Culture Conference
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• 2003.04a
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• pp.57-58
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• 2003

전 세계적인 온라인 이용의 증가는 대학에서 학생들을 가르치던 전통적인 교수법에 커다를 변화를 가지고 있다. 학생들은 정보의 이용이나 과제의 제작, 제출에 있어, 사이버 공간을 적극 이용하고 있으며, 이미 거의 모든 고등교육기관에서 수강신청, 강의 평가나 성적 조회 등은 온라인을 통해 이루어지고 있다. 또한 오늘날의 변화된 소비자인 학생들에게는 온라인 강의보조자료가 학습에 더욱 효과적이라는 연구결과가 보고되고 있다. (중략)

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.465-466
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• 2021

본 논문에서는 강의평가 시스템을 이용하여 주된 이용자인 학생들에게 수업에 앞서 강의에 대한 전반적인 학습 분위기와 강의를 들었던 학생들의 평점을 제안한다. 이 시스템은 강의평가를 효율적으로 보여주어 수강 신청의 접근성을 최대화하고, 각 강의의 안내와 정보를 취득하는 데 도움을 준다. 또한, 이 시스템은 네 가지의 평점을 부여하여 이를 바탕으로 종합적인 평점을 할당한다. 이때 강의평가에 대한 평가를 곁들이면서, 평점을 제시하여 강의평가를 보려는 다른 이들에게 뚜렷한 정보력과 어떤 강의가 좋은지 잘 보여준다. 본 논문에서는 동적 웹 페이지를 사용하여 가시성이 뛰어난 강의평가 시스템을 제공하는 면에서 우수함을 보인다.

• The Journal of the Korea Contents Association
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• v.22 no.10
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• pp.778-787
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• 2022

This study was performed to obtain basic data in relation to instructional design and teaching strategy according to instructional modes. For the purpose of this study, participants evaluated the qualities of the instructions they attended and the results of the evaluation were compared according to 4 instructional modes(content class, online real-time class, online and face-to-face mixed class, and face-to-face class). As a result of the study, there were differences in the evaluation regarding the appropriateness of the course according to instructional modes. That is, satisfaction with lecture progress was lower in the online real-time classes than in content classes, mixed classes, and face-to-face classes. As a result of the descriptive lecture evaluation analysis, in the content class type, students answered that they were satisfied with the easily understandable and interesting explanations. In the case of the online real-time classes, it was found that they were satisfied with thorough preparation and effective communication. In the mixed class type, they said they were satisfied with the systematic class and passionate lecture, and in the face-to-face classes, the pleasure of interaction and the enthusiasm of the instructor were identified as the main reasons for satisfaction. It was analyzed that the satisfaction characteristic commonly derived from the four class types was the enthusiasm of the instructor. The results of this study are expected to provide implications for instructional design and teaching strategy establishment according to each instructional mode.

• Journal of Industrial Convergence
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• v.20 no.7
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• pp.37-50
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• 2022

This study intends to analyze the learning effect of asynchronous online classes used in education fields around the world after the COVID-19 pandemic. To this end, we compared and analyzed the lecture evaluation and final exam questions of the HTML5 web programming course, which was conducted offline in 2019 and asynchronously online in 2020 due to COVID-19. As a result of the analysis, no significant difference was drawn between the two teaching methods in the lecture evaluation score and final exam score. However, contrary to concerns about the application of online classes to the entire curriculum, the lecture evaluation and final exam scores of the video-based online classes were high, suggesting the possibility that online classes could be more effective than offline classes if well organized and managed in the future.

• Journal of the Korean Geographical Society
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• v.46 no.6
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• pp.707-723
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• 2011

The purpose of this study was to quantitatively evaluate the effectiveness of learning management systems (LMS) in the physical geography class. The study adopted the experimental design and three classes participated in this study. The first class was controlled using only classroom lectures, the second class used PPT slides along with the classroom lectures, and the third class used online video clips along with the lectures. The experiments were conducted from the Spring Semester 2007 to the Spring Semester 2008 for the introductory physical geography course. The study results showed that online learning tools help students improve academic performance and their attitudes towards the class and the instructor. Compared to simple PowerPoint slides, voice recording attached to the visual lecture slide materials enhanced students' motivation. Class lectures with lecture slides did not improve students' scores. However, when the visual materials were combined with voice recording, the number of internet access to online class materials increased, and class attendance and students' final grades were improved. Based on the results, the instructional design model that combines classroom and online learning was suggested.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.187-196
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• 2017

In using lecture evaluation methods to improve the quality of education, most universities need to reflect the changes in the educational environment. The transformation of university education into a mixed learning environment blending face-to-face education and online education necessitates the development of appropriate lecture evaluation items. For this purpose, we analyzed the items and the factor analysis for the students of C university in Daejeon. The primary data were carried out with 47 measurement items in 10 domains, such as planning and preparation of lectures, which were found through previous research analysis. Secondary data were validated by using the items confirmed through analysis of preliminary test data. The study results showed that 20 items including six domains such as planning and preparation of lectures, learning materials, learning tasks, instruction media, online course test and grades were derived. These study results suggest that universities lectures should be evaluated to ensure improvement.

• 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.