• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.273-284
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• 2022

This study was conducted to examine the practical and educational implications of teachers' operation of the curriculum through science and online classes based on data collected for 4 months from 4 teachers who had experience in science subject online classes among homeroom teachers in the 3rd to 6th grades of elementary school in D city. This study was conducted through narrative inquiry. As a result of conducting interviews and in-depth interviews based on the online class experiences of the Earth Science Unit of the study subjects, and conducting field classes with related documents such as online class-related materials and teacher journals, teachers were more likely to take online classes compared to traditional face-to-face classes. They spent more time preparing and showed difficulties in the process of adapting to the new medium used in online classes. In addition, they demanded the provision of scientific materials produced in a pandemic situation and a teaching platform for smooth class operation. In particular, in the case of experimental classes, there is a burden of completing the planned curriculum, and in a pandemic situation, students felt the need for individual experimental tools for intensive science classes. As a result, it is necessary to introduce a blended learning learning system that combines the advantages of face-to-face and online classes as a new class form for the transition to future education in preparation for the pandemic. Continuous teacher research on the format and online class experience is required.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.93-120
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• 2024

On-line education in mathematics education changed in various aspects before and after COVID-19. This study conducted a systematic literature review of 98 academic papers on on-line education published from 2017 to 2023 in the field of mathematics education before and after COVID19. In particular, this study conducted content analysis to organize on the definitions of various similar terms related to online education. In addition, this study explored research trends on year, research subject, research method, on-line education type, and research topic by the pre-COVID-19, COVID-19, and post-COVID-19 era. Also, a comparative analysis was conducted on literatures on the effects of online education. As a result, first, it was confirmed that there is a need to organize the definitions of terms similar to online education. Also, the implications of identifying the differences and hierarchies between each term can be found. Second, it was confirmed that teachers' expertise for on-line mathematics education was emphasized based on the result of the rapid increase in the number of on-line education studies on teachers since COVID-19. Third, it was confirmed that the number of studies on blended and flipped learning was high in pre-COVID-19, but decreased in the COVID-19 era. Instead, in the COVID-19 era, studies on real-time interactive classes were rapidly active, and even in the post-COVID-19 era, studies on real-time interactive classes still occupied a large proportion. Finally, it was confirmed that the effectiveness of on-line education varies depending on the research background and model. Accordingly, the need to be cautious in interpreting the results of each study on the effectiveness of on-line education was confirmed. Based on these findings, this study presented implications for future research on on-line education in mathematics education.

• 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.

• Information Systems Review
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• v.26 no.1
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• pp.73-91
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• 2024

Recently, e-learning platforms are rapidly growing by innovating the education industry by applying various IT technologies. Because student participation in the online environment is considered a prerequisite for learning, low participation rates are considered one of the most important issues determining the performance of e-learning platforms. Gamification has grown rapidly over the past decades and is highly valued for its applicability in education because it is expected to enhance learning motivation. However, despite the interest of researchers, previous studies have reported conflicting results on the effect of gamification on participation rates in the context of e-learning platforms, and have mainly studied structural gamification, but have not sufficiently addressed the effects of content gamification. In this context, this study aims to analyze the effect of content gamification on e-learning platform engagement and to explore the boundary conditions moderating this effect. For empirical analysis, 5,017 data registered from February 11, 2022 to May 31, 2022 were analyzed for the education platform entry (https://playentry.org). The propensity score matching method and Poisson multilevel regression model were applied as analysis methods. As a result of the analysis, content gamification had a statistically significant effect on engagement, and the interaction effects of interaction and content difficulty were statistically significant.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.69-75
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• 2022

This study aims to examine how the use of Padlet, an online platform, affects students' English writing anxiety and English writing strategy in online college English writing classes. A total of 64 college students participated in the study and completed the survey including English writing anxiety, English writing strategy and demographic information. For the study, we divided participants into 2 groups, experimental group using Padlet for their writing tasks and control group using college e-learning during a semester. The results showed that students using Padlet used more writing strategies than the students using college e-learning platform. The use of Padlet, however, was not statistically significant on writing anxiety. English writing anxiety was differed by English level, but decreased at the end of semester regardless of English level. The results imply that Padlet is a useful online learning tool for English learners to actively use English writing strategies and even for learners with low English writing proficiency.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.30 no.2
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• pp.305-312
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• 2020

The Privacy Act stipulates that the privacy policy document, which is a privacy statement, should be disclosed in order to guarantee the rights of the information subjects, and the Fair Trade Commission considers the privacy policy as a condition and conducts an unfair review of the terms and conditions under the Terms and Conditions Control Act. However, the information subjects tend not to read personal information because it is complicated and difficult to understand. Simple and legible information processing policies will increase the probability of participating in online transactions, contributing to the increase in corporate sales and resolving the problem of information asymmetry between operators and information entities. In this study, complex personal information processing policies are analyzed using deep learning, and models are presented for acquiring simplified personal information processing policies that are highly readable by the information subjects. To present the model, the personal information processing policies of 258 domestic companies were established as data sets and analyzed using deep learning technology.

• Journal of Korea Game Society
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• v.7 no.1
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• pp.59-68
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• 2007

Online games are getting more popular among today's fun-seeking young students. The immersive power of these Internet-based games is so strong that many educators consider the integration of the games and learning to enhance learner motivation. However, the online games, which are primarily aiming g for 'fun', have cognitive, emotional, and social features and impacts that are different from the so-called 'educational' games. Therefore an interdisciplinary approach for better understanding of the online game in regard to its impact on learning and fun should be essential. In this study, the researcher will analyze relevant literature and theories from cognitive psychology, media and communication theory, and Ludology to grasp holistic understanding of online game phenomena, which will serve as basis of further research and development in this emerging area.

• The Journal of the Korea Contents Association
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• v.15 no.2
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• pp.507-519
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• 2015

Along with the rapid diffusion of smart devices, smart learning has been taking place as a main pedagogy in education. Under these drastic changing circumstances, social presence and interaction between learners have been highlighted as key factors in educational research. In this light of rising importance, this study examined the effects of modality and smart device on users' perceived social presence and interaction experience in a smart learning environment. It conducted 2(text based interface vs. audio/video based interface) by 2(smartphone vs. tablet PC) between-subjects experiment. 80 participants were systematically recruited and randomly assigned to four conditions. The findings showed that social presence was higher in audio/video based interface condition than in text based interface condition. Modality also had a positive effect on learner's interaction experience. On the other hand, the effect of smart device is found to be statistically insignificant. Instead, interaction effect existed between modality and device on social presence. The result of this study suggests that the modality and characteristics of device should be considered seriously when designing interface of smart learning contents. The findings in this study provide future studies with heuristic implications by highlighting users' perceived cognition and experience.

• Journal of Digital Contents Society
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• v.9 no.3
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• pp.423-432
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• 2008

Recently, The E-Learning becames popular in modern education society, and the education of E-Learning form increased. among them, the leadership education which cultivate the leader who is a present community leader role is more important. The Leadership-activity give effects to consultant and consulters through the relationship each other. However, the leadership-activity is difficult to be reified because it differs from concepts of E-learning that is one-direction teaching mechanism. Beside, the restriction in time and space and considered as important factors because of offline characteristics. The paper presents an online mentoring community form unities among professors, student, and managers having the same subjects in virtual spaces. The community is based on the Leadership-activity. The community system contributes in aspects to a new evaluation mechanism and a new method to communication between mentors and mentees. The paper introduces the system architectures and the implementation method for the presenting community system in details.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.8
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• pp.1064-1070
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• 2020

In Korea, video-based news broadcasters are primarily classified into terrestrial broadcasters, general programming cable broadcasters and YouTube broadcasters. Recently, news broadcasters get subjective while targeting the desired specific audience. This violates normative expectations of impartiality and neutrality on journalism from its audience. This phenomenon may have a negative impact on audience perceptions of issues. This study examined whether broadcast news reporting conveys emotions and if so, how news broadcasters differ according to emotion type. Emotion types were classified into neutrality, happiness, sadness and anger using a convolutional neural network which is a class of deep neural networks. Results showed that news anchors or reporters tend to express their emotions during TV broadcasts regardless of broadcast systems. This study provides the first quantative investigation of emotions in broadcasting news. In addition, this study is the first deep learning-based approach to emotion analysis of broadcasting news.