• Journal of Digital Convergence
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• v.14 no.4
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• pp.33-42
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• 2016

This study aimed to understand the differences of the factors for learning satisfaction (learning content, system, interaction, instructor personality, and instructional context) between males and females in online graduate university settings. To examine the research objectives, a total of 88 graduate students attending online universities in Seoul, Korea participated in the survey. Among them, 66 valid responses were used for the analyses using the SPSS 21.0 statistical package. In order to figure out the differences of the factors in gender, Multivariate Analysis of Variance(MANOVA) was conducted with the five dependent factors. As a result, interaction was found to be a significant variable implying that females more actively participated in communication process. Finally, possible reasons for the results were described and suggestions were raised.

• Journal of Digital Convergence
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• v.19 no.2
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• pp.515-522
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• 2021

In this study, 186 remote graduate students from J University were surveyed and interviewed in-depth to see if their satisfaction varies depending on their gender, semester, and major, and the results were as follows. First, the gender satisfaction of remote graduate students was shown to be statistical significance differences between men and women in professors, offline activities, and class evaluations, all of which showed that men were significantly higher than women. Second, the satisfaction level of each semester of remote graduate students was shown to be significantly different in curriculum, LMS, lecture content quality, and offline activities, and tended to increase as the school year went up. Third, the satisfaction level of remote graduate students by major was found to have significant differences in other factors except LMS and class contents, with the highest educational administration. The results of this study are expected to be used as basic data to improve elements absolutely necessary for student-centered education, such as curriculum of remote graduate schools, establishment of learning platform (LMS), and development and production of lecture contents.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.317-322
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• 2020

The purpose of this study is to lay the groundwork for the operation method for correctly operating remote lectures at universities. Among the universities that started non-face-to-face classes due to 'COVID-19', college students and graduate students from some universities who conducted remote lectures through Cisco's Webex meeting were studied on how to operate the remote lecture platform. First, the requirements for lectures for remote lectures were established through the literature survey, and effective operation measures were proposed through the survey. The research method was conducted on a total of 45 college and graduate students from April 21 to May 15, 2020. The results of the study showed that the operation plan for the basic and meeting elements. Based on this study, we expect it to be used in disaster situations or classes that may occur after COVID-19. In the future, the usability evaluation of the remote class platform and the direction in which the domestic remote lecture platform should move should be presented.

• Journal of the Korea Convergence Society
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• v.13 no.2
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• pp.303-312
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• 2022

In this study, the importance-performance analysis (IPA) of the content components of remote graduate students was conducted. To this end, an online survey of 221 remote graduate students at J University obtained the following results. First, the importance of content components by area was in the order of learning content, interaction, teaching-learning strategy, and evaluation, and the degree of execution was in the order of teaching-learning strategy, interaction, evaluation, and learning content. Second, it was found that there were significant differences between importance and performance in the four areas of content components: learning content, teaching-learning strategy, interaction, and evaluation. The importance-execution analysis (IPA) was conducted in two dimensions: region-specific and item-specific, and the results are as follows. The learning content was found to be the maintenance area, the teaching-learning strategy and interaction were the key improvement areas, and the evaluation area was the overinvestment area. The results of this study can be used as basic data to diagnose the present of remote graduate school content and to gauge what needs to be improved in the future based on it.

• Journal of Digital Convergence
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• v.19 no.7
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• pp.341-348
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• 2021

This study identified learners' immersion, focusing on online video education platforms, Zoom and Webex, used in colleges after the 'Covid-19', and suggested design improvement measures to improve immersion. Through prior research and literature research, the components of immersion and screen components of the online distance education platform were identified, and measures to improve immersion were suggested through questionnaire surveys and in-depth interviews. The research method was conducted for 5 days from April 7 to 12, 2021 for 50 college students and graduate students in their 20s and 30s who are receiving online education through Zoom and Webex, and 6 people were interviewed in-depth. As a result of the experiment, the communication between learners and lecturers was deduced as the biggest factor, so a design plan to facilitate communication between learners and lecturers was proposed based on Gutenberg's diagram. As online video education is predicted to continue even after the Covid-19, continuous online video education immersion research is needed, and we hope that it can contribute to the direction of the research.