• Journal of Digital Convergence
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• v.17 no.3
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• pp.395-404
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• 2019

This study investigates the interactivity of smart LMS. To this end, smart LMS was used for one semester in the English course for economics majors and the surveys about its interactivity were conducted. The findings show that smart LMS enhanced the interaction between instructors and students, between students and students, and between students and learning contents. Especially in the classroom, the activity bulletin made possible the instructor's immediate feedback about team-based activity outcomes. Also, outside the classroom, Wiki made it convenient for students to collaborate with each other. In addition, activity outcomes in the activity bulletin and course materials uploaded on smart LMS contributed to the interactivity. However, what is recommended to do to increase the interactivity are to prepare instructional strategies for students to get used to using smart LMS and smartphones as their learning tool, to test the target systems of smart LMS in advance, and to take proper actions to solve the problems of smartphone's data and battery.

• Journal of Korean society of Dental Hygiene
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• v.19 no.3
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• pp.437-448
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• 2019

Objectives: The purpose of this study was to suggest an effective instruction method for dental hygiene students by determining the degree of importance and satisfaction that they attach to the courses. Methods: Data obtained from a survey that was conducted on 654 dental hygiene students were analyzed. Statistical Package for the Social Sciences version 23.0 was used for the statistical analysis. A paired t-test was conducted to detect the differences between the degree of importance that the respondents attached to the courses and the degree of satisfaction they achieved. A comparative analysis of the two was performed using the IPA analysis. Results: Regarding the items, the respondents found the environment most important, followed by the content, method, perspective, and assessment. Regarding satisfaction, they were most satisfied with the environment, followed by the perspective, method, content, and assessment. Regarding the importance of ideal teaching, the respondents gave the highest priority to 'a class in which the core content is summarized, emphasized, and explained.' The satisfaction was the highest toward 'PowerPoint-based classes in which the core content is well-organized.' Based on the results of the IPA analysis, the respondents regarded 16 items as requiring maintenance and continuous efforts, 12 items as low priority, and 4 items as requiring excessive efforts and timely improvement. Conclusions: An ideal class requires the instructor to utilize various teaching methods that would enable the students to comprehend the detailed teaching content and elicit active interaction and feedback from the students through easy-to-understand lectures that are appropriate for students.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.623-631
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• 2020

In the era of COVID-19 global pandemic, e-learning has become new standards and daily life in the name of 'new normal'. This study developed dialogue e-learning contents as opposed to monologue e-learning which is unidirectional and instructor centered and conducted qualitative user experience evaluation of dialogue e-learning contents. A total number of 20 adult students participated and were individually interviewed. Qualitative data analysis was performed. The findings include students' positive perceptions of dialogue e-learning contents such as empathy for various ideas and new format. With regard to personal preference, 55% of participants preferred dialogue e-learning contents because it enables them to focus and share real experiences. Meanwhile, in terms of learning effects, 60% participants selected monologue e-learning contents and mentioned adequate explanations of concepts and explicit information delivery. Based on the results, suggestions on the design and development of dialogue e-learning contents were presented.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.295-303
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• 2022

This study compares two cases in which flipped learning is applied in the active learning classroom (ALC) and fixed classroom of advanced engineering education. To this end, the difference in pre-learning, academic achievement, and class satisfaction between ALC and fixed classroom flipped learning were compared. The results revealed that students in ALC flipped learning watched more video lectures for pre-learning than those in the fixed classroom flipped learning and achieved higher scores on final tests, though they obtained lower points on midterm exam. In addition, examination of class satisfaction with questions about class factors, instructor factors, and overall satisfaction revealed that ALC flipped learning showed higher satisfaction in all factors than the fixed classroom flipped learning. This case study suggests that the ALC environment, a learning space built to facilitate learner-centered activities, is more effective for flipped learning that requires active interaction in the classroom.

• Journal of Korean Home Economics Education Association
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• v.35 no.1
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• pp.139-155
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• 2023

The purpose of this study is to improve the digital literacy of pre-service home economics education teachers by designing and applying 'teaching materials and methods of home economics education' class using the Metaverse platform in virtual classes during the Covid-19 pandemic. For this purpose, six lessons of the 'Teaching Materials and Methods of Home Economics Education' classes were designed and applied as a class using the Metaverse platform, and the effectiveness was analyzed. In this study, three types of classes(TBL, discussion, and PBL) were developed and evaluated. The results of the study showed that most of the learners were satisfied with the classes utilizing the Metaverse platform, and the effectiveness of the classes was shown in terms of learner-instructor interaction and the realism of actual classroom cases. Based on these results, it is expected that various home economics education classes utilizing metaverse platforms will be developed and applied to school sites to increase the realism of lessons.

• 한국체육학회지인문사회과학편
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• v.55 no.6
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• pp.551-560
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• 2016

The purpose of this study was to explore how SCUBA diving instructors' perception on their divers affects the buddy selection process in SCUBA diving clubs. For the purpose of this study, 6 people who have more than 5 year experiences and have been working as instructor in scuba diving clubs were selected as research participants. The results are as follows. First, they perceived necessity of buddy selection through awareness of importance of buddy through education and through partner perception to overcome perceived danger. Second, when selecting a buddy, they established standards according to level whether they have a rescue diver license and secured standards through new sense of value. Third, buddy selection determinants were interaction between buddies, mutual trust and realization of buddy's role. As such, a SCUBA diver should select other buddy to perform pair diving and buddy is selected based on relationship such as mutual communication, mutual trust and belief. When they perform buddy's role comprehensively based on mutual relationship with buddy, continuous relationship as buddies can be built.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.106-125
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• 2021

This paper presents several reasons for the necessity of archaeological hands-on training and strategies for its implementation. First, it is necessary to produce a specialized manual for local cultural heritage education that can enhance the specialization and educational effectiveness of archaeological experience education. In addition, in order to secure professionalism in hands-on education and conduct it systematically, the ability of instructors to conduct education is important, so instructor competence reinforcement education needs to be conducted regularly. In addition, hands-on education needs a strategy of planning and content development of archaeological education programs, with consideration given to the subjects of learning, and the establishment of a cooperative network. It is time to cooperate with various experts to establish an education system necessary for cultural heritage education in the region and develop customized content for local archaeological heritage supplementary textbooks. Finally, due to Covid-19, we agonized over effective education plans for online archaeological heritage education, which requires active interaction class design and a strategy to promote interaction between professors and learners. In addition, such archaeological heritage education should be compatible with the goal of providing customized lifelong education.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.367-376
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• 2022

In this study, the user experience was analyzed from the learner's point of view, focusing on the metaverse platform 'Spatial'. SUS(System Usability Scale) was used to evaluate the usability of the metaverse platform 'Spatial' in a college class, and the Magnitude estimation technique was used to evaluate the immersion and satisfaction with the class. In addition, a questionnaire survey was used to collect user experience opinions on the use of 'Spatial' as a teaching tool. Looking at the usability evaluation results of the 'Spatial' system, the students evaluated the usability, immersion, and satisfaction quite positively. Looking at the user experience of metaverse platform 'Spatial', it was found that students highly valued Metaverse as an educational tool that can provide a place for many people to gather and communicate even in a non-face-to-face space. Compared to other online platforms, metaverse has advantages in ease of use, interaction, immersion, and interest. In particular, in addition to keyboard, touch, and display, interaction using the five senses such as voice, motion, and gaze was recognized as a great advantage. On the other hand, it was found that high openness, freedom, and interest factors can both promote learning and inhibit learning. Nevertheless, it is judged that the metaverse platform 'Spatial' can be effectively applied in college classes because it enables various interactions between instructor and learner or between learner and learner.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.1-14
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• 2010

The purpose of this study is to find the meaning of the good class, and based on this, situation of environmental education in high school is researched. Through those above processes, desirable direction of the environment class is suggested. For this study, we are trying to reflect the characteristics of environmental education on the general good classes, and from this, the meaning of good environment class is known. Moreover, for this study, we choose environment classes from four high schools leading by environment major teacher. From those four classes, we analyzed these things: educational situation of environment class, teachers' interviews. All of these are for analyzing environment class with the view of good environmental class. A well-formed environment class manifests the features of environment education in all aspects of teaching and learning process, including learning objectives, learning materials, procedures, and evaluations. Furthermore, it should be 'student-centered' class in which active interaction among the learners or between the instructor and the students is considered most important. Students are not the passive receiver, but rather, they actively participate in the learning process by reorganizing the knowledge as they experience and become independent learners who are actively involved in the problem-solving process. In this way, we can generate a great deal of students' interest and motivation, which in turn makes the class interesting, enjoyable, full of energy and still effective. If there is the class reflecting the factors of environmental education above good class' ways, it will be the good environment class. In the current situation of environment class, the rate of student's class participation and study activity was low. This tendency is not too different between four groups except students' support to teachers. This result means that learners' will to participate in their classes actively is not high. Moreover, about 46.3% of students did not understand some parts of new knowledge and about the parts, students' solution was 'does nothing' and the rate was also so high. Teachers tried to make their class with considering students' interest, and focusing their learner's real life. However, learners are all general education high school students, so teachers have aversion about making their students heavy activities.

• Asia pacific journal of information systems
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• v.19 no.3
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• pp.99-124
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• 2009

Many firms in Korea have adopted and used advanced information technology in an effort to boost efficiency. The process of adapting to the new technology, at the same time, can vary from one firm to another. As such, this research focuses on several relevant factors, especially the roles of social interaction as a key variable that influences the technology adaptation process and the outcomes. Thus far, how a firm goes through the adaptation process to the new technology has not been yet fully explored. Previous studies on changes undergone by a firm or an organization due to information technology have been pursued from various theoretical points of views, evolved from technological and institutional views to an integrated social technology views. The technology adaptation process has been understood to be something that evolves over time and has been regarded as cycles between misalignments and alignments, gradually approaching the stable aligned state. The adaptation process of the new technology was defined as "appropriation" process according to Poole and DeSanctis (1994). They suggested that this process is not automatically determined by the technology design itself. Rather, people actively select how technology structures should be used; accordingly, adoption practices vary. But concepts of the appropriation process in these studies are not accurate while suggested propositions are not clear enough to apply in practice. Furthermore, these studies do not substantially suggest which factors are changed during the appropriation process and what should be done to bring about effective outcomes. Therefore, research objectives of this study lie in finding causes for the difference in ways in which advanced information technology has been used and adopted among organizations. The study also aims to explore how a firm's interaction with social as well as technological factors affects differently in resulting organizational changes. Detail objectives of this study are as follows. First, this paper primarily focuses on the appropriation process of advanced information technology in the long run, and we look into reasons for the diverse types of the usage. Second, this study is to categorize each phases in the appropriation process and make clear what changes occur and how they are evolved during each phase. Third, this study is to suggest the guidelines to determine which strategies are needed in an individual, group and organizational level. For this, a substantially grounded theory that can be applied to organizational practice has been developed from a longitudinal comparative case study. For these objectives, the technology appropriation process was explored based on Structuration Theory by Giddens (1984), Orlikoski and Robey (1991) and Adaptive Structuration Theory by Poole and DeSanctis (1994), which are examples of social technology views on organizational change by technology. Data have been obtained from interviews, observations of medical treatment task, and questionnaires administered to group members who use the technology. Data coding was executed in three steps following the grounded theory approach. First of all, concepts and categories were developed from interviews and observation data in open coding. Next, in axial coding, we related categories to subcategorize along the lines of their properties and dimensions through the paradigm model. Finally, the grounded theory about the appropriation process was developed through the conditional/consequential matrix in selective coding. In this study eight hypotheses about the adaptation process have been clearly articulated. Also, we found that the appropriation process involves through three phases, namely, "direct appropriation," "cooperate with related structures," and "interpret and make judgments." The higher phases of appropriation move, the more users represent various types of instrumental use and attitude. Moreover, the previous structures like "knowledge and experience," "belief that other members know and accept the use of technology," "horizontal communication," and "embodiment of opinion collection process" are evolved to higher degrees in their dimensions of property. Furthermore, users continuously create new spirits and structures, while removing some of the previous ones at the same time. Thus, from longitudinal view, faithful and unfaithful appropriation methods appear recursively, but gradually faithful appropriation takes over the other. In other words, the concept of spirits and structures has been changed in the adaptation process over time for the purpose of alignment between the task and other structures. These findings call for a revised or extended model of structural adaptation in IS (Information Systems) literature now that the vague adaptation process in previous studies has been clarified through the in-depth qualitative study, identifying each phrase with accuracy. In addition, based on these results some guidelines can be set up to help determine which strategies are needed in an individual, group, and organizational level for the purpose of effective technology appropriation. In practice, managers can focus on the changes of spirits and elevation of the structural dimension to achieve effective technology use.