• Journal of the Korean Chemical Society
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• v.67 no.6
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• pp.441-461
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• 2023

This study explore characteristics of teaching orientation and pck of science teachers in online-offline mixed learning environment. Data consisted of open-ended survey, semi-structured interview, class observation, field notes from 12 science teachers. We categorized teaching orientation considering both science education goals and science teaching·learning orientation. There were 8 different teaching orientations such as 'understanding science concepts-lecture centered' 'constructing science concepts-inquiry based' 'applying science concepts and inquiry-inquiry based' 'applying science concepts and inquiry-lectured centered' 'analyzing and judging science information-inquiry based' 'developing scientific attitude-inquiry based' 'developing scientific attitude-lecture centered' and 'developing perception of interrelationships among science, technology, and society-inquiry based'. Teachers with inquiry based teaching·learning orientation seemed to have knowledge of science curriculum specific to online learning environment for student inquiry. While teachers with 'understanding science concepts-lecture centered' teaching orientation appeared to have questioning strategy of checking student understanding and strategy of repeating a lecture, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of instructional strategies to perform online group activities targeting student construction of knowledge and to replace face-to-face group activities with virtual experiments and individual experiments. While teachers with 'understanding science concepts-lecture centered' teaching orientation did not show knowledge of student science learning, teachers with 'constructing science concepts-inquiry based' teaching orientation appeared to have knowledge of student difficulties in inquiry based learning.

• 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.21 no.8
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• pp.1-12
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• 2023

The purpose of the study is to analyze the impact of blended learning's external classroom formats and internal teaching strategies, which has been implemented in university classes due to COVID-19, on students' academic achievement and learners' perceptions, as well as to provide insights into the desirable direction of online education. The study was conducted during the 1st semester of 2022 at G University, targeting students taking Calculus I. The experimental group consisted of 117 students, while the control group consisted of 707 students. Blended learning, involving a combination of face-to-face classes, online classes, and mixed teaching methods, was implemented, and academic achievement and learner perceptions were assessed. The research findings indicate that compared to solely online classes, adopting a blended learning approach with online classes before the midterm and face-to-face classes afterwards resulted in a decline in academic achievement. The unprepared and simplistic external format of blended learning was found to be ineffective, however, a blended learning model consisting solely of online classes, incorporating a mix of asynchronous and synchronous instruction, demonstrated positive learner perceptions. Additionally, utilizing technology in the teaching strategies yielded positive outcome.

• Journal of the Institute of Convergence Signal Processing
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• v.24 no.3
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• pp.147-152
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• 2023

This paper is a study of a linear algebra course taught in a high school on-demand course. Compared to the regular course, flipped learning was added to the course, and applications to signal processing related problems were covered in consideration of students' career aspirations. Overall, the class was a mixture of traditional lectures and flipped learning. Flipped learning was implemented twice. The flipped class consisted of pre-class, in-class and post-class. To verify the effectiveness of the course, a survey was conducted and most of the evaluation items were above 4. The topics of the flipped learning were Markov chains and least squares problem, which are very important in the field of signal processing.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.595-596
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• 2020

2020학년도 1학기는 외부 환경 요인으로 인해 대학교육시스템에 큰 변화가 발생한 시기라고 할 수 있다. 컴퓨터공학 분야의 대표적인 실습기반 교과목인 프로그래밍 수업에서 학습자들에게 온라인 수업이지만 대면 수업의 실재감을 제공하는 방법을 모색할 필요성이 대두되었다. 본 연구에서는 다양한 유형의 수업 방식을 온라인 수업에 활용하여 대면 수업 수준의 실재감을 학습자에게 제공하고 학습효과를 높이고자 하였다. 강의 동영상 수업과 상호작용을 포함한 실시간 수업을 혼합하여 수업한 후 설문 조사를 통해 실시간 수업을 선호하는 학습자들이 수업목표인 프로그램 개발 능력을 타 학습자들보다 잘 습득하여 수업 만족도가 높았고, 이를 통해 온라인 수업에서 실시간 수업이 능동적인 학습자들에게는 대면 수업과 동등한 수준의 학습 효과가 있었음을 조사·분석하였다.

• 대한공업교육학회지
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• v.32 no.1
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• pp.93-116
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• 2007

The purpose of this study was to improve the academic achievement at the public practical center of technical high school in Busan. For this study, 1 class(31 students) in the second grade at "B"technical high school were selected and these students were divided into two groups. One is the experiment group which blended learning was applied to and the other is control group which traditional lecture method was applied to. Each group was divided into three sub-groups by the level of learning ability. Non-randomized control-group pretest-posttest design was applied for this experiment planning. The subject of experiment was the unit of "3D Modeling and Making NC code" in the textbook of "Application of Automatic System" applied by the public practical center of technical high school in Busan. On-line contents were developed and applied to the blended learning to control group. In order to analyze the test result, t-test with a significance level of 0.05 was carried out using SPSS 10.0. The results of this study was summarized as follows; First, as a result of the post test performed on the experiment and the control group, there was a significant difference between two groups, that was, the blended learning was more effective than the traditional lecture method in improving academic achievement. Second, blended learning was more effective than the traditional lecture method in the group of high-leveled and middle-leveled, but was little effective on the low-leveled group. Third, blended learning was more effective than the traditional lecture method in the functional domain, but was little effective in the cognitive domain and psychomotor domain.

• 대한공업교육학회지
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• v.34 no.2
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• pp.267-285
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• 2009

The collaborative learning has been considered as an efficient teaching model and under the recent basic learning environment, even face-to-face classroom circumstance rapidly increases the courses of blended learning which utilize the merits of e-learning environment. Nonetheless, the study on the strategy for systematic blended learning is quite scarce. In this study, the survey was done for developing the blended learning strategy, based on the collaborative learning model at the face-to-face environment and judging the satisfaction on the courses which the model was applied to. The survey consists of demographic questions, satisfaction in the whole courses, satisfaction in the collaborative learning under the blended learning environment and satisfaction in the blended learning strategy and support tools applied to each step of the learning. The result of this study is as follows. First, in response to the question that the blended learning can complement the face-to-face classroom courses, the respondents represented average 4.09 at 5-point Likert scale. And to the question whether the collaborative learning is more efficient under the blended learning environment than the face-to-face classroom, the response corresponds to 4.06 scale on the average. Second, as for the satisfaction in the blended learning strategy and support tools applied to the each step of the blended learning, the satisfaction degree is analyzed as high as over 4.0 on the average toward all the questions. Third, regarding the support tools used for the blended learning strategy, the learners consider the tools as most helpful in order of chatting, team community, mail & note and archive. Lastly, I would like to suggest that the study result should be highly reflected in constructing the collaborative learning module of learning control system in the future.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.11a
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• pp.817-820
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• 2005

온라인 교육은 오프라인 교육의 한 가지 방식의 교수방법에서 탈피하여 테크놀로지를 이용하여 교육의 효과를 높일 수 있는 구체적인 대안이 될 것이라고 예측되었다. 하지만 최근 들어, 사람이 아닌 PC와 의사소통을 해야 하기 때문에 집중력을 확보하기가 어렵고 인간미가 없다는 점등의 문제가 지적되고 있다. 이 문제점을 해결하기 위해서 교수자들은 온라인 환경이 갖는 장점과 오프라인 환경이 갖는 장점을 혼합한 통합교육을 시도하고 있다. 본 본문에서는 학습자들의 학업성취도와 수업만족도를 높이기 위해 온라인 수업과 오프라인 교실수업을 혼합한 통합교육에 멘토링 기능을 추가하여 학습모델 설계 및 학습 지원 시스템을 설계하였다.

• Journal of Korean Home Economics Education Association
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• v.20 no.4
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• pp.19-42
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• 2008

The purpose of this study was to develop practical problem-based home economics teaching.learning process plans about a unit 'the youth and consumer life' of middle school eighth-grade Technology and Home Economics by applying blended learning(BL) strategy. According to ADDIE instructional design model, this study was conducted in the following procedure: analysis, design/development, implementation, and evaluation. In the stage of design and development, the selected unit was converted into a practical problem-based unit, and practical problem-based teaching. learning process plans were designed in detail by using BL strategy. An online study room for practical problem-based home economics instruction grounded in BL strategy was prepared by using Edunet(http://community.edunet4u.net/${\sim}$consumer2). Eight-session lesson plans were mapped out, and study aids for students and materials for teachers were prepared. In the implementation stage, the first-session teaching plans that dealt with a minor question 'what preparations should be made to become a wise consumer' were utilized when instruction was provided to 115 eighth graders who were in three different province, and the other one was in a middle school in the city of Daejeon. The experimental teaching was implemented for two weeks in the following procedure: preliminary program, pre-online learning, main instruction and post- online learning. The preliminary program was carried out in a session in the classroom, and pre-online learning was provided before the main instruction was given in a session in the classroom. After the main instruction was completed, post-online learning was offered. In the evaluation stage, a survey was conducted on all the learners and teachers to find out their opinions and suggestions.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.253-261
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• 2016

This study discusses the effective management of mixed-ages classes in kindergarten. For the study, 300 kindergarten teachers in charge of mixed classes for regular courses completed a self-reported questionnaire through a web survey. The data were analyzed by chi-square test and presented by frequency and percentage. Mixed-ages classes had relatively fewer children than one-age classes and they were prevalent in public kindergartens and rural areas. The results were as follows. First, mixed-ages classes were induced by the small number of young children. Second, teachers managed their classes with difficulty due to the lack of supporting staff and few chances for additional teaching training. Third, teachers needed supporting human resources for their teaching and administration assistances. About 23.0% of kindergartens received assistance such as additional training, financial assistance, and consulting supervision from related institutions. The study results suggested the challenges in regulations of age ratio in mixed-ages class, additional teaching training for teachers in mixed-ages classes and replacement of mixed-ages class to same age class as the long-term plan.