• Educational Technology International
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• 제24권1호
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• pp.29-51
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• 2023

This study examined the moderating effect of course satisfaction with class on the relationship between the mode of course delivery and learning presence and performance in university settings. Results showed that there was a moderating effect of the course satisfaction on the relationship between course delivery mode and learning presence. Specifically, higher satisfaction with instructor's teaching activities was associated with improved learning presence in face-to-face, blended, and online learning, in that order. However, there was no significant moderating effect on academic performance. These findings suggest that universities should consider not only the mode of course delivery and highlight the importance of systematic course design by instructors.

• 한국IT서비스학회지
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• 제21권3호
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• pp.73-87
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• 2022

As the COVID-19 pandemic continues to prolong, non face-to-face, online classes has become the new normal in education. To examine the effect of course types and course delivery modes on student course satisfaction, the study analyzed survey data collected from 2,743 students enrolled in a 4-year university located in a metropolitan area. Basic Frequency analysis as well as keyword network analysis were used to analyze student survey data. The main results and implications of the study are as follows. First, the survey results indicated that students preferred asynchronous classes over synchronous online classes. This tendency was consistent regardless of student grades and majors as well as the course type. However, students majoring in more practice-oriented disciplines tend to prefer synchronous online classes and blended classes, and this tendency gets stronger with courses in major. Second, the keyword network analysis results further indicated that interactivity may play an important role in both synchronous and asynchronous online course satisfaction.

• Educational Technology International
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• 제8권1호
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• pp.101-126
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• 2007

The purpose of this study was to investigate current practices in blended instruction. In particular, the study explored (1) the types of instructional delivery methods, technologies, and instructional components, (2) the reasons why faculty apply blend instruction, and (3) the advantages and challenges in delivering blended instruction. This study focused on the practices in the Universities that have the extensive doctoral research programs classified by the Carnegie Foundations. The survey was performed with the sample of faculty from 30 universities and the survey data included 133 faculties out of the total 1,000 randomly selected faculty members. Of the 133 responses, 111 (77.7%) participants had certain degree of experience, while 17 faculty (or instructors) (13.3%) did not have any practice with blended instruction. The most common instructional delivery format in the participating universities was blended instruction that added supplementary online instructional components in the class. Online Course Management Systems (CMS) and multimedia presentation tools were common technology for course delivery, and "discussion" was the most general instructional activity for the class. The participating faculty often preferred the blended format since it provides students and faculty with convenience, flexibility, active engagement, efficiency in using resource materials, and a feeling of connection between/among students and instructor. Benefits to the class were availability of more authentic experience and diverse curricular materials, and the instructional format that meets the needs of remediation and enhancement of students. This study addressed not only advantages and challenges of blended instruction, but also suggestions based on the comments by the participating faculty.

• 국제학술발표논문집
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• The 5th International Conference on Construction Engineering and Project Management
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• pp.252-259
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• 2013

Building Information Modeling (BIM) is utilizing CAD technology in a way that ultimately ties all the components of a building together as objects imbedded with information, and has been changing the way we design and build over the last 20-30 years. In Polytechnic Institute of NYU, there are four BIM courses offered which provide students with different levels of knowledge regarding BIM Technique, BIM Standards, BIM Guideline and Roadmap for Private and Public Implementation, BIM Application in Real Projects, the Cooperation of BIM and IPD for Public Works in New York City. With advanced BIM technology, BIM's integration into the construction process and its incorporation into project delivery systems, especially Integrated Project Delivery (IPD) are the bridges between technology, industry and research. This paper presents an integrated BIM curriculum with three modules: 1) BIM functions and Bid Preparation; 2) Time-Cost Trade-off Analysis; and 3) Problems Solving in BIM/IPD Environment. In this project-based curriculum developed by the common efforts of academia, public agency and industry, the objectives are: (1) to provide the information and skills needed to successfully implement BIM into the construction phase; (2) to identify BIM's role in construction and the project delivery system; (3) to develop a module in conjunction with leading BIM into project delivery system, particularly coordination between BIM and IPD; (4) to connect technology and research into industry. The course assessment was conducted and the results indicate that it is a successful reform in construction management education.

• 한국IT서비스학회지
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• 제20권6호
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• pp.125-139
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• 2021

To explore college students' course satisfaction over the course of the semester during which a full-scale digital transformation was in progress due to COVID-19 pandemic, this study analyzed student survey data from a university located in the metropolitan area. To minimize the respondents' burden to answer long list of detailed questions in repetition, the study utilized a pulse survey method and students were asked to answer a brief and regular set of online questions 5 times throughout the semester. The number of survey respondents ranged from 1,640 to 4,116, with an average of more than 3,700. The main results and implications of this study are summarized as follows. First, the survey data indicated that the overall student satisfaction with online courses was above average (3.46/5). Vast majority of students have chosen pre-recorded, contents-based course over real-time, video-based course as their preferred course delivery method and this tendency remained the same throughout the semester. Second, the results of keyword network analysis of open-ended questions indicated that technical issues, increased workload (e.g., course assignments and course attendance) were main causes of online course dissatisfaction. And students suggested an unified online course platform and more interactive course design to further improve online courses in the future.

• Communications for Statistical Applications and Methods
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• 제27권3호
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• pp.269-284
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• 2020

This study compares two teaching methods in an introductory statistics course at a large state university. The first method is the traditional lecture-based approach. The second method implements a flipped classroom that incorporates the recommendations of the American Statistical Association's Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report. We compare these two methods, based on student performance, illustrate the procedures of the flipped pedagogy, and discuss the impact of aligning our course to current guidelines for teaching statistics at the college level. Results show that students in the flipped class performed better than students in traditional delivery. Student questionnaire responses also indicate that students in flipped delivery aligned with the GAISE recommendations have built a productive mindset in statistics.

• 한국분말재료학회지
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• 제6권1호
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• pp.75-80
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• 1999

The formation of $n-TiO_2$ powder by oxidation of Ti-ethoxied vapor in a flat flame burner reactor maintained under 20 torr has been studied. The produced powder were characterized in terms of crystal structure, chemical composition by XRD and TEM. The results showed that the powder consisted of loose agglomerated anatase and rutile particles and their size were about 10 nm and 20 nm, respectively. In the course of synthesis, changes of the flame color were happened to each condition during heating up the bubbler. The flame color transition phenomena reveled that a critical precursor delivery rate was needed for the powder formation (obtainable powder yield). The critical precursor delivery rate was estimated by a simple function of the bubbler temperature and the carrier gas flow rate. The critical precursor delivery rate was reviewed as an important variable of the nanopowder synthesis.

• Educational Technology International
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• 제12권2호
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• pp.47-70
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• 2011

The purpose of this paper was to develop evaluation procedures for blended instruction, focusing on the courses that are currently offered in the university. This study analyzed current evaluation procedures and instruments and suggested redesign the evaluation process for blended instruction. The evaluation procedures are designed based on the combination of objective-oriented and consumer-oriented evaluation approaches. It includes three stages: front-end (screening), formative evaluation, and summative evaluation. During the front-end evaluation stage, information regarding students' technology skills and attitudes towards online instruction and classroom instruction are suggested to collect and plan the instructional strategies accordingly. The formative evaluation is conducted during the semester to collect students' opinions about the course and instructors modify their instruction based on the evaluation results. At the end of semester, summative evaluation is to be conducted to collect the data to improve the course. Evaluation questions and components for each stage are developed to collect the data such as students' perceptions of the course, the usefulness of online instructional materials, the effectiveness of blended learning strategies, and students' satisfaction with the course.

• 대한물리치료과학회지
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• 제13권3호
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• pp.41-54
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• 2006

The purpose of this study was to analyze various forms of musculoskeletal pain during different stages such as antenatal, pregnancy, delivery, and postpartum. The data for this study were collected through a self-administered survey with a structured questionnaire to 113 subjects. The survey was administered from May, 2003 to March, 2004 with subjects selected from postpartum centers in 3 different areas: Kangnam, Kangbook, and Bucheon. Analytical tools used for this study were frequency analysis, crosstabulation, percentage analysis, independent t-test, chi-square, and multiple response analysis. The findings of this study were as follows: 1. Comparison study of musculoskeletal pain according to variables including a pregnant woman's age, delivery techniques, different types of delivery such as primiparity, multiparity, dystocia, easy delivery, shows that these relationships are statistically not significant (p>0.05). 2. A total of 61.9% gave positive responses for the question about the relationship between musculoskeletal pain during postpartum and that in preparation of labor, but shows that this relationship was statistically not significant (p>0.05). 3. Relationships between forms of musculoskeletal pain in different phases are significant (p<0.05). The compared phases are: premarriage and pre-pregnancy, premarriage and antenatal, premarriage and postpartum, premarriage and lactiferous phase, pre-pregnancy and antenatal, pre-pregnancy and postpartum, and pre-pregnancy and lactiferous phase. However, results for the comparison between antenatal and postpartum, antenatal and lactiferous phase, and postpartum and lactiferous phase show that these relationships are statistically not significant (p>0.05). According to this study, musculoskeletal pain which occurred during antenatal is significantly related to the pain occurring during postpartum. Results produced from this study might be used as a helpful tool for developing educational programs aiming at teaching self pain-detection performable at home or at the workplace and body maintenance during the course of antenatal and postpartum.

• 경영과학
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• 제26권3호
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• pp.37-54
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• 2009

E-learning is a networked phenomenon allowing for instant revisions and distribution, and goes beyond training and instruction to the delivery of information and tools to improve performance. The proponents of e-learning emphasizes that students learn more effectively when they interact and are involved with other students participating in similar endeavors. The paper outlines the process of development and design of e-learning based Management Sciences course, with the aim of ensuring widespread use, in undergraduate business program. Experiences in introducing students to e-learning course are reported. Feedback from students has been very positive but also indicates the need for ongoing support and direction. In addition, a survey was used to identify the determinants of students' academic performance of Management Science, and PLS based model is developed to analyze the results. Statistical results concerning the hypothesized model are provided.