• Journal of Digital Contents Society
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• v.17 no.5
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• pp.317-327
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• 2016

Flipped learning is a new learning technique which can maximize the learning effect by mixing two or more different learning environments including online & offline, and recently introduced system: 'Google classroom' is the optimized internet platform for flipped learning. This study tried to apply flipped learning to regular course 2nd grade dental students(n=70) and evaluated the satisfaction of students. The subjects of periodontology and operative dentistry were chosen to evaluate flipped learning model for regular course 2nd grade dental students(n=70). Each class consisted of six classes, and three times of them were performed in conventional classes and the other three times were in flipped learning method by using Google classroom. Evaluation of satisfaction progressed at the end of class. In this study, application of flipped learning in the dental college classes showed high efficiency in terms of degree of understanding, self-directed learning and motivation. Collectively, it was shown that flipped learning using Google classroom can be a reliable platform in dental classes.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.451-459
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• 2009

With the development of the Information and Communication Technology(ICT), this society is changing rapidly to information based society. Also, the amount of new information and knowledge are increased quickly. Today, the traditional teaching-learning method based on teaching and learning of simple knowledge is not supported to problem solving any more. Because the learning and practice of ICT is affected not only personal growth but also the right to live. Due to this reason, it is important to teach and study using PBL(Problem Based Learning) in future. This paper proposes on-line based e-PBL which is combined e-learning with PBL. The e-PBL will be able to overcome the problem of traditional teaching-learnign method. Therefore, this paper developed the e-PBL teaching model for information literacy education of computer in elementary schools and inspected its effectiveness and validity. In addition, this paper built and utilized the e-PBL on-line learning support system including e-Mentoring which was defined as e-PAS system. It is effective for learners to improve the ability of self-leading, the accomplishment and satisfaction of studying.

• The KIPS Transactions:PartA
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• v.19A no.3
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• pp.147-154
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• 2012

The higher thinking skills, such as creativity and problem-solving about a given problem, are difficult to assess and diagnose. For an accurate diagnosis of these higher thinking abilities, we need to fully observe learner's problem-solving process or learner's individual reports. However, in an online learning or virtual class environments, evaluation of learner's problem-solving process becomes more difficult to diagnose. The best way to solve this problem is through reporting by tracking learner's actions when he tries to solve a problem. In this study, we developed a module which can evaluate and diagnose student's problem-solving ability by tracking actions in MS-Office suite, which is used by students to solve a given problem. This module performs based on the learner's job history through user tracking. To evaluate the effectiveness of this diagnostic module, we conducted satisfaction survey from students who were preparing the actual MOS exams. As a result, eighty-one (81) of the participants were positive on the effectiveness of the learning system with the use of this module.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.18 no.4
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• pp.899-905
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• 2014

In order for corporations and institutions to perform efficient management, they first have to infer what factors customers seek for, then continuously strive to provide them with better service. The most important element to provide better service is accurate feedback from customers; however, Korea lacks of standardized system for measuring customer satisfaction. This study suggests the analysis system for survey, which evaluates customer satisfaction efficiently. The system sets up measuring factor for each service quality, and makes it possible to perform methodically. Especially, the system introduces scoring scheme so that it evaluates quality of service or unit service and prioritizes factors those need to be improved. Furthermore, the survey is operated via mobile and online system, which can be analyzed in real time, and lets foreigners use in their own languages. Through applying the analysis system of customer satisfaction survey to students who participated in work-study program, it substantiates the effectiveness of this system.

• Journal of Digital Convergence
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• v.17 no.3
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• pp.1-11
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• 2019

This study is aimed to analyze university students' learning experiences in K-MOOC by conducting a survey of university students' perception of K-MOOC, who are the major users of K-MOOC. Also it intended to use them to develop a specific strategy for continued use of K-MOOC. The study was conducted on 155 university students who attending university course and experienced K-MOOC's course within a year. The survey was conducted on online and provided with multiple questions about sustainability and satisfaction. Also survey provided with a subjective items about reason of satisfaction and dissatisfaction with the K-MOOC, and expectation about the future K-MOOC. The analysis found that the main motivation for university students was the convenience of online learning, which was the highest in questions asking why they were satisfied. For reasons of dissatisfaction, the decrease in academic volition and lack of interaction, and the technical problems of K-MOOC system were pointed out. University students learners are expecting improvements in course content and K-MOOC system. Based on these results, this paper suggests instructional strategies to help K-MOOC university students for becoming lifelong learners of K-MOOC.

• Journal of Korean Home Economics Education Association
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• v.34 no.1
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• pp.151-165
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• 2022

The aim of this study is to examine the effectiveness of non-face-to-face classes conducted due to the COVID-19 crisis. In order to achieve this goal, a non-face-to-face class with flipped learning was applied in one subject of clothing major held at 'S' University in Cheongju, Korea. In addition, this study tried to analyze the differences between pre- and post-non-face-to-face classes in problem analysis ability, resource/information/technology literacy, convergent thinking ability as core competencies, and overall learning satisfaction. As a result, after participating in the non-face-to-face class in which the flipped learning was applied, the students recognized that their abilities improved in the three problem-solving competency sub-areas, and their overall learning satisfaction also increased. The effectiveness of non-face-to-face classes in the field of clothing and fashion has been mainly measured in fashion design and clothing construction courses. However, based on the results of this study, it can be suggested that non-face-to-face classes in a theory-oriented lecture-type class can be effective methods for improving students' core competencies such as problem-solving skills if teaching-learning methods such as flipped learning are applied. Therefore, the results of this study will be useful data for designing differentiated non-face-to-face class strategies in a theory-oriented lecture-type class to improve the core competencies of college students.

• Journal of Digital Contents Society
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• v.16 no.4
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• pp.523-534
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• 2015

Social learning is a form to support learners' active engagement and participation in learning with other learners and instructors by using social media. The concept of social learning should be considered beyond the simple use of social media for learning or education. This study aims to apply the understanding of social learning based on the theoretical background of social theories of learning in designing and developing a program for workforce education. As a pilot test, the newly developed social learning program was implemented to 302 employees with the title of 'Innovative Display Strategy for POP". 138 employees successfully completed the social learning course that focuses on delivering contents in time-line based platform, supporting interactions among students, and working effectively through small smart devices in their workplace. The results were derived from three kinds of data-source: learner's log data, their final evaluation score, and the survey to measure the satisfaction about social learning. Finally the implications for social learning were discussed in terms of the program revision and directions for future application.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.253-265
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• 2008

Recently the cyber home learning system is executed throughout the country as a part of educational policies to reduce expenditure on private education and to promote educational welfare for alienated classes. Thus, in order to examine the effectiveness of the cyber home learning system, we conducted an online questionnaire survey with elementary and secondary students, cyber teachers under the OO Office of Education. According to the results, overall satisfaction with the cyber home learning system and its effectiveness were found high. In addition, what were required for more effective the cyber home learning system were expanding the execution of unit school learning, strengthening teacher training, increasing incentives for cyber teachers, intensifying campaigns for the cyber home learning system, providing various types of information and contents of education, and activating learning activities such as community, message and chatting. This study is expected to be a steppingstone to the settlement of more effective the cyber home learning system.

• Proceedings of the Korean Society for Quality Management Conference
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• 2010.04a
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• pp.235-241
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• 2010

인터넷을 기반으로 시간과 장소에 구애 없이 학습 가능한 이러닝의 보급이 빠른 속도로 확산되고 있지만 이러닝 교육서비스의 품질을 높이기 위한 체계적인 평가와 개선은 상대적으로 미흡한 실정이다. 본 연구에서는 SERVQUAL모형을 이용하여 S대학에서 개설된 E과목에 대한 이러닝 교육서비스의 품질을 평가하였다. 동일한 E과목을 100% 온라인으로 수강한 학부생 79명, 대학원생 71명을 대상으로 성별, 연령별에 따라 SERVQUAL 조사결과를 비교하였다. 성별에 따른 서비스 격차점수에는 유의한 차가 없었지만, 연령별에 따라서는 서비스 격차 점수에 유의한 차이가 존재하였다. 연력별 차이의 원인으로는 연령이 높은 대학원생들의 경우 대부분이 직장을 가지고 있는 시간제(part-time) 학생들이기 때문에 학습내용의 현업 적용성을 상대적으로 중요하게 고려하기 때문으로 생각된다.

• Journal of Practical Engineering Education
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• v.9 no.1
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• pp.23-30
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• 2017

This is a study on a case applying flipped learning to coding classes that is a college liberal arts course. A required coding class for the students who do not major in computers needs a teaching method differentiated from a coding education for training experts. The present study presented a flipped learning teaching model for the coding education of non-major students, and observed its effect and possibility. Flipped learning enables learners to learn with on-line contents anywhere and anytime they want and concentrate on practice education based on what they learned during class. Accordingly, the study sought for the solution to maximize the efficiency of teaching and learning through flipped learning. A pre and post surveys after applying a flipped learning to a practical class confirmed that the students taught using flipped learning were more positively assessed in learning satisfaction than those taught using a traditional method, and that in academic achievement as well, flipped learning was more effective.