• Journal of Digital Contents Society
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• v.16 no.1
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• pp.13-24
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• 2015

Online design education, started with the establishment of cyber universities in Korea in 2001, has been operated with the development of online classes for various subjects until present and is predicted to be expanded both quantitatively and qualitatively as the concept of remote education is gradually generalized along with the growth of cyber universities and the development of digital technologies. However, regardless of such quantitative growth and possibility of development, the current online design classes are operating curriculum that is not much different from that of design department at the existing offline universities, while the concepts and roles of design and designer are changing according to the stream of digital times. Moreover, although complex elements are required to be considered since online design education is influenced by digital technological trend as being a form in which digital technology, contents, and design are all combined and advantages and features of online are required to be reflected to the maximum, the reality is different from what has been expected due to many circumstances. Online design education needs to be changed in accordance with the stream of digital times and new online design curriculum suitable for the current of future digital times and online environment are required to be developed and prepared at this moment. Accordingly, this research aims to look into the concepts and roles of design and designer changing in accordance with the stream of digital times by researching the existing literatures as well as the advantages and features of online class and to analyze the current state of curriculum of digital design and related departments at cyber universities in Korea to suggest an improvement direction of curriculum of online design class suitable for the future digital times.

• Journal of the Korea Convergence Society
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• v.12 no.1
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• pp.219-223
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• 2021

This study aims to present a non-face-to-face teaching methodology for the theory and practical lessons of design majors, especially for the arts and sports field. It was conducted to improve the existing teaching models after the non-face-to-face online lectures which began with COVID-19. Various existing smart learning methods such as online classes, interactive classes, and flip learning were reviewed, and a method to efficiently manage practical skills by supplementing the shortcomings of each study was suggested. 4 stages of teaching development - setting a teaching method, teaching progress, evaluation, and follow-up management-were designated and applied to the class of design majors. The result showed that it is effective in terms of teaching method and progress; however, the limitations of non-face-to-face classes were found in the stages of evaluation and follow-up management. Therefore, it is expected that further research on evaluation and follow-up management, such as specific practical instruction methods is required to improve completion.

• 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 Digital Contents Society
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• v.15 no.2
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• pp.155-165
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• 2014

This study deals with the proposals and the verification of the causal relationship between improvements of corporate manager's learning attitude for enterprises productivity and managerial effectiveness, the learner's familiarity and personal character strengths that are classified as positive psychology-based theory. For this study, researchers designed the structural equation model using the AMOS analysis. And researchers conducted the interviews using a questionnaire survey of quantitative research methods. Results of the analysis are as below. First, both online and offline classes were identified as the learner's character strengths affect the positive effect to the learner's familiarity strengths. Second, the learner's familiarity affects the positive effect to improvements of learning attitude. And the last, the learner's character strengths and improvements of learning attitude are not significant effect each other, therefore researcher could be found that the role of mediating variables of the learner's familiarity strengths. In this study, researchers analyzed the relationship between familiarity strengths and improving the learning attitudes needed for a desirable curriculum development considering the learners' personality factors. These findings contribute to an ideal course of study when educator design a curriculum and contribute to a successful communication strategy.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.535-541
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• 2022

Zoom has been most popularly used as a non-face-to-face online class tool since COVID19, but due to the recent spread of the metaverse, the use of the metaverse platform is increasing. In particular, since a metaverse platform 'Spatial' provides online classroom creation and various learning functions, and various interactions between instructors and learners or learners and learners are possible, it is highly likely to be used in university classes. Since Zoom and Spatial each have their own strengths and weaknesses for the purpose of class use, it is necessary to find out the strengths and weaknesses of each by comparing and analyzing the learner's experience in class use. In this study, a quantitative analysis of usability, immersion, and satisfaction and a qualitative analysis of individual opinions were performed in order to compare and analyze the learner's experience. SUS (System Usability Scale) was used for usability evaluation, and Magnitude Estimation method was used for immersion and satisfaction evaluation. Thirty-five people who had participated in classes using Zoom and Spatial participated as subjects in this study. Zoom was higher than Spatial at the significance level of 0.05 in usability and satisfaction. On the other hand, the immersion in class was higher in Spatial than in Zoom. Since Spatial provides online classroom creation and various learning functions, and provides various interactions and fun elements between instructors and learners or learners and learners, the immersion in classes was high. If the user interface and interaction of Spatial are improved in the future, it is judged that it can be used as an effective online teaching tool that can replace zoom in university classes.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.115-126
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• 2021

The purpose of this study is to closely analyze the case of blended-learning in order to provide a diverse and flexible learning environment while maintaining the nature of face-to-face classes, and to identify the learning environment that supports blended-learning in each class step and the educational experience of students. The experience and satisfaction of blended learning were investigated in various ways: course evaluation, LMS activity evaluation, and questionnaire before and after the class. As a result, the blended-learning is better than the traditional face-to-face classes, in providing real-time feedback, opportunities for various interactions, and textual conversations, anytime and anywhere. In addition, as a result of the preliminary survey, as a measure to solve the opinion that concentration was reduced due to problems such as networks and felt uncomfortable in the communication part, the theory and lectures of the design practice class were conducted non-face-to-face. The individual Q&A and feedback were conducted face-to-face and non-face-to-face. As a result of the follow-up survey, it was found that concentration and efficiency could be improved. This opens up possibilities for active use of the online environment in design practice classes.

• Journal of the Korea Convergence Society
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• v.12 no.8
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• pp.105-113
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• 2021

Due to the recent coronavirus outbreak, many universities in Korea have started to implement remote education. Accordingly, the Ministry of Education has stated its plans to continuously encourage and maintain remote learning as the future innovation model for education and suggested the need for a diverse range of remote learning models. However, studies on the development of practical learning models have not been carried out actively until now. Particularly, there are not many case studies in the field of design, especially regarding mobile website development. As means to improve the newly designed practice environment, this study therefore proposes the "modoo" project that offers domain creation and online marketing services. As a result of this study, the researcher suggests the use of a mixed(blending) teaching method and realized that the effectiveness of education multiplies when project-based learning and flipped learning is combined appropriately. The research methodology was divided into two big sections, education content and operations, and the effect was evaluated using the course evaluations. The study results confirmed that the applicability will increase given that learning satisfaction levels increased by more than 5% compared to face-to-face learning.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.677-679
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• 2022

연이어 발생한 온라인 성범죄 사건과 코로나 바이러스 확산에 의한 온라인 수업 전환으로 인해 학교 내에서 이루어지는 성교육의 대안이 절실하게 요구된다. 본 논문에서는 메타버스를 활용하여 시공간의 제약이 없는 새로운 성교육 플랫폼을 제안한다.

• Journal of Digital Convergence
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• v.13 no.5
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• pp.317-327
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• 2015

For creative spatial design education, the convergence between new communication and education needs to be grafted including online, for which empirical research, this study is attempted. The goal of this study is to educate spatial design, systematically understand communication methods and analyze familiarity level and usefulness of on offline communication methods through actual spatial design studio class-giving cases. Its research outcome shows differing communication methods usefully applicable to stages of spatial design and methods enabling bilateral communication among class-takers as well as class-givers prove to be recognized as more useful than unilateral communication methods. Also, it proves familiarity and usefulness of online communication methods accompanied by visual materials such as images and etc. Based upon this result, it's necessary that various convergence for new communication methods for spatial design education be made in a right direction.

• Archives of design research
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• v.17 no.4
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• pp.279-288
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• 2004

There are 17 cyber universities granted by the Ministry of Education & Human Resources Department. Most of them have Design department and their educational purpose is practical education. However, their educational process is limited of teaching how to operate computer or production tools and has not offered practical training to students for pre-designer. But it does not mean that students in cyber university are lacking in capability of design. About hundreds of students will graduate from cyber university with a certificate of the completion of a design course on February in 2005. They look for achievement contrary to negatively social view. Because according to the record of 2004 Multi-media major in Seoul Digital University, 73% of them has worked in design field. The purpose of Cyber university is not to instruct a designer but do a lifelong education. I studied how to educate students in cyber university. In other words, I researched an educational methodology in cyber university for practical skill in design, an educational effect in various design contents, an educational process for current designers and beginners, a required education in reality, an limitation of online and an unique contents for design education. And then, I discussed how students in cyber university accept the value of design in online contents and improve their design abilities.