• Journal of East Asia Management
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• v.4 no.2
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• pp.39-62
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• 2023

Online and offline mixed teaching mode has become an important way to promote the connotative development of higher education. Under the background that offline teaching has become mature, in order to further promote the development of online education, and promote the implementation of the mixed teaching mode, to mix and to provide basis for the construction of the mixed teaching mode, this study takes the online learning effect as the evaluation basis, adopts the online questionnaire survey to conduct statistical analysis of the online learning behavior of 2213 college students, and discusses the differentiation phenomenon of online learning groups from the micro, meso and macro perspectives. It is found that there are significant differences in the online learning effect of college students in terms of the type of learning platform, whether the school implements the online offline mixed teaching mode, education background, grade (bachelor's degree), and region. Colleges and universities should strengthen the promotion of online and offline mixed teaching mode; The online learning platform should improve the platform function and strengthen the functional differentiation design of learning resources for students. Education departments pay attention to the learning effect of online learners in different regions, and bridge the gap in regional education.

• Journal of information and communication convergence engineering
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• v.18 no.4
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• pp.239-244
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• 2020

This study analyzed the influencing factors of learning engagement and teaching presence in online programming practice classes. The subjects of this study were students enrolled in an industrial specialized high school, who practiced creating Arduino circuits and programming using a web-based virtual practice tool called Tinkercad. This research adopted a tool that can measure task value, learning flow, learning engagement, and teaching presence. Based on this analysis, learning flow had a mediating effect between task value and online learning engagement, as well as between task value and teaching presence. Increasing learning engagement in online classes requires sensitizing the learners about task value, using hands-on platforms available online, and expanding interaction with instructors to increase learning flow of students. Furthermore, using virtual hands-on tools in online programming classes is relevant in increasing learning engagement. Future research tasks include: confirming the effectiveness of online learning engagement and teaching presence through pre- and post-tests, and conducting research on various practical subjects.

• Educational Technology International
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• v.22 no.2
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• pp.111-137
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• 2021

Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

• Educational Technology International
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• v.22 no.1
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• pp.57-85
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• 2021

The purpose of this study was to identify learners' perception of teaching activities in online classes that were forcibly switched due to COVID-19, and to compare and analyze differences in importance and performance of online teaching activities according to the level of self-directed learning in university students. To address these goals, 31 university students who took courses operated as online classes at university participated in this study, and the collected data were analyzed according to IPA procedures and methods. As a result, for online teaching activities, class attendance check and encouragement, clarity of class objectives, the ability to deliver the content of learning, and the ability of the instructor to deliver lectures were identified as factors to be constantly emphasized. Depending on the level of self-directed learning, there were significant differences between importance and performance in high level learners' interaction strategy with instructor, interaction strategy with learner, and timely provision of instructor's feedback. On the other hand, there was no significant difference between the importance and performance of online teaching activities for learners with a low level of self-directed learning. Based on these research results, several implications for the design of effective online teaching activities in future university education were proposed.

• Archives of Plastic Surgery
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• v.50 no.2
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• pp.200-209
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• 2023

Background As the coronavirus disease 2019 virus made its way throughout the world, there was a complete overhaul of our day-to-day personal and professional lives. All aspects of health care were affected including academics. During the pandemic, teaching opportunities for resident training were drastically reduced. Consequently, medical universities in many parts across the globe implemented online learning, in which students are taught remotely and via digital platforms. Given these developments, evaluating the existing mode of teaching via digital platforms as well as incorporation of new models is critical to improve and implement. Methods We reviewed different online learning platforms used to continue regular academic teaching of the plastic surgery residency curriculum. This study compares the four popular Web conferencing platforms used for online learning and evaluated their suitability for providing plastic surgery education. Results In this study with a response rate of 59.9%, we found a 64% agreement rate to online classes being more convenient than normal classroom teaching. Conclusion Zoom was the most user-friendly, with a simple and intuitive interface that was ideal for online instruction. With a better understanding of factors related to online teaching and learning, we will be able to deliver quality education in residency programs in the future.

• Journal of Industrial Convergence
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• v.20 no.3
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• pp.11-21
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• 2022

The purpose of this study is to provide fundamental background to improve the quality of teaching and learning performance in online classes by analyzing the students' learning experience aspects on online environment. This study explores the relationship between learning experience and teaching and learning performance according to the online classes types(synchronous/asynchronous class), and identifies the mediation effect of students' perception and attitude toward online classes using Structural Equations Model(SEM). The findings are shown as follows: First, learning experience has positive effect on teaching and learning performance statistically. Second, learning experience has different effect on teaching and learning performance depending on the type of online classes. Specifically, learning experience in synchronous environment has higher influence on teaching and learning performance than in asynchronous environment. On the other hand, perception and attitude toward online classes have greater influence on teaching and learning performance in asynchronous class than in synchronous class. Lastly, the students' perception and attitude toward online classes do not have mediation effects significantly in the relationship between learning experience and teaching and learning performance. The result of this study can be a guide for researcher to approach to teaching and learning performance in online environment of university.

• Educational Technology International
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• v.22 no.2
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.77-83
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• 2010

Effectiveness of the e-learning hands-on practice in the engineering education depends on the quality of the contents of which simulation is a part and the teaching strategy of the instructor. Instructors who develop and use the simulation-included e-learning content should employ various teaching and learning activities which would make online simulation practice effective. Thus, the strategy for the effective e-learning simulated practice in engineering courses should be known and used effectively. The aim of this paper is to classify the development methods of the simulations and the teaching and learning activities of the development types classified. The comparison of the teaching and learning activities leads to suggestion on teaching and learning strategy for effective use of the online simulation in engineering education.

• Journal of the Korea Convergence Society
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• v.13 no.4
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• pp.203-211
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• 2022

Due to the Corona-19 pandemic, online education has grown worldwide and it is now being predicted that online education will dominate the future of education. This study examines, as characteristics of the human factor, the effect of self-efficacy; as system factors influencing learners' satisfaction with online learning and behavioral intention to use online learning, this study examines perceived social presence and perceived teaching presence. Participating in this study were 236 students who filled out an online survey in return for course credits. Study findings suggest that individuals with high social presence and teaching presence will have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low social presence and teaching presence. The study also found that individuals with high self-efficacy have higher satisfaction with online learning and higher behavioral intention to use online learning than those with low self-efficacy. This study provides theoretical implications as well as practical implications for e-learning educators when it comes to enhancing students' satisfaction with online learning and behavioral intention to use online learning.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.597-606
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• 2020

Recently, as students' programming classes are being conducted online, interest in factors that can lead to the success of online programming classes is also increasing. Therefore, in this study, online programming classes were conducted for specialized high school students using a web-based simulation programming tool through TinkerCad. In these online programming classes, students' self-regulation ability and learning flow were set as variables that influence both learning engagement and teaching presence, and the predictive power of each was analyzed. As a result, it was found that both self-regulation ability and learning flow were predictive variables for learning engagement and teaching presence, and that learning flow played a mediating role between self-regulation ability, learning engagement, and teaching presence. This study is meaningful in that it suggested that self-regulation ability and learning flow should be considered more meaningfully in online programming classes, and a practical strategy for this is presented.