• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.487-497
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• 2012

The purpose of this study is to increase the level of learning achievement and satisfaction by developing of on-line learning instruments. This study was to investigate the relationship among learning instrumments(lecture, homeworks, on-line interaction and off-line interaction), learning achievement and learning satisfaction. This survey was conducted 226 responses of e-learning social welfare education learners. Research method used Amos 18. Result indicated that homeworks and off-line interactive instruments had a positive effect on learning achievement and satisfaction. And lecture had a positive effect on learning satisfaction, but on-line mode interaction instruments had no effect. In order to improve the effectiveness of learning, structural development of activity learning instrument is necessary. And to foster learning satisfaction, it will be necessary to increase the learning achievement.

• The Journal of the Korea Contents Association
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• v.13 no.3
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• pp.456-467
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• 2013

The purpose of this study is to increase the level of learning achievement by on-line learning instruments and self-regulated learning. The study were to investigate the 3 learning instrument-lecture, homework, participation-self related learning strategy, learning achievement. This Survey was conducted 226 responses of e-learning social welfare education learners. For this research, Amos 18 is used. The research findings can be summarized as the following. Lecture, homework and participation is indicated significantly affecting self-regulated learning and self-regulated learning is indicated significantly affecting learning achievement. And learning instruments has not statically significant direct effect on the learning achievement but learning instruments has statically significant indirect effect on the learning achievemen and the self-regulated.

• The Journal of Korean Association of Computer Education
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• v.21 no.4
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• pp.11-20
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• 2018

This study is to propose a problem bank of problem solving programming using Online Judge System as one of the ways to motivate learners and increase for immersion to students who take Data Structure lecture that is the basis of problem solving ability using information science. In order to do this, we developed a question bank for each major topic in the Data Structure, by developing 70 problem solving programming problems suitable for the main topics of the Data Structure. By mounting it on an Online Judge System and applying to actual classes, and by analyzing the motivation for learning and the degree of immersion according to the result after the application of the lesson, we propose a teaching-learning contents and usage for problem solving programming and Data Structure classes at the teacher training university which give motivation for learning and immerse in problem solving programming.

• Journal of the Korean Chemical Society
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• v.66 no.6
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• pp.472-492
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• 2022

The purpose of this study was to investigate secondary science teachers' PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articulated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific orientation for the online learning environment, i.e., 'learning science concept' and 'lecture centered instruction.' Knowledge of the science curriculum had online-offline mixed learning environment specific knowledge, i.e., 'reorganization of curriculum' and online learning environment specific knowledge, i.e., 'development of learning goal' and 'science curricular materials.' Knowledge of science teaching strategies had online learning environment specific knowledge, i.e., 'topic-specific strategy', 'subject-specific strategy', and 'interaction strategy' and COVID-19 offline learning environment specific knowledge, i.e., 'topic-specific strategy' and 'interaction strategy'. Knowledge of student science understanding had online learning environment specific knowledge, i.e., 'student preconception', 'student learning difficulty', 'student motivation and interest', and 'student diversity' and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty'. Knowledge of science assessment had online-offline mixed learning environment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each.

• Journal of Information Technology Services
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• v.18 no.5
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• pp.71-83
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• 2019

This study aimed to develop and pilot-test educational program prototypes of training health coaches to help cancer patients overcome crises and create positive growth. For this purpose, the educational contents and methods of the blended learning program prototypes were derived through learner needs and literature analysis. The prototypes, which consist of introducing of health management and health information and understanding and practice of basic coaching and health coaching, were developed to integrate with four sessions of face-to-face, off-line classes, training practices through 12 tele-classes, and use of online learning system. The prototypes were conducted and pilot-tested by a total of 35 students selected through the document screening and the interview. After participating in the blended learning program, learners expressed greater overall satisfaction with each session program (average score = 4.36, with 5 being most satisfied), satisfaction with learning contents (average score=4.42) satisfaction with course preparation (average score = 4.26) and satisfaction with lecture materials (average score = 4.19). The results of this study show that a systematic and integrative approach for designing a blended learning program can be useful for various educational needs in health and medical fields. In the future, empirical studies are expected to see how these curricula are actually implemented and assess whether the intended learning outcomes are achieved.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.3
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• pp.129-137
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• 2021

This study is a qualitative study conducted using focus group interviews to examine the mixed offline and online education experience of nursing students in the context of Covid-19. The subjects of this study included 7 students enrolled in the Department of Nursing at J City V University, and focus group interviews were conducted with sufficient explanation and written consent for the study. The contents of the interviews were recorded, and the interview contents were directly transcribed directly after the interview. Research results were derived through content analysis. As a result of the study, 5 domains, 10 categories, and 24 subcategories were derived from the experiences of nursing college students on mixed lectures. The 5 domains included 'mixed lectures,' 'tasks,' 'tests,' 'motivation,' and 'improvement.' The contents of each domain derived from this research result are expected to be used as basic data in the design of the on/offline mixed lectures in the future.

• Journal of Korean language education
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• v.29 no.2
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• pp.181-208
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• 2018

The aim of this study is to design a Real-time video Korean curriculum. Curriculum using real-time video, which is a variant of distance learning, teaches Korean to students studying in distant places through real-time video communication program. This is expected to supplement the lack of interaction in existing video classes and enable online simultaneous interaction, while increasing learning opportunities for Korean language students living in distance places. To find out the needs of the subjects for the curriculum design, this study conducted a one-on-one interview with 9 female married immigrants who are enrolled in the Cyber University which is opening a curriculum later. According to the survey, the students answered that they have a high intention of attending classes if the lack of interaction in existing distance classes are supplemented. Therefore, we could confirm the demand of a curriculum consisting of an overall real-time video education and multilateral individual connection. Also, we found out that there is a demand in performance rather than comprehension and a high demand for detailed feedback from the teacher. The result shows that the curriculum needs to establish performance-oriented contents to progress to an advanced level Korean Language, and include a study plain comprising of real-time interaction.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.14-23
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• 2010

Whether the engineering department of universities employs ideal usage of e-learning or not needs to be investigated as many engineering departments diversify the use of the e-learning elements for educational purpose. Applying the teaching and learning methods and characteristics would lead to better strategies which are applied to development of contents and deployment of the e-learning courses. This study examines the characteristics and approaches of the usage of e-learning elements used by some instructors who use multimedia contents in offline teaching and learning environment. The results of this study shows that the e-learning elements assist the face-to-face course and the interactions are manifested in the classroom rather than in online setting. Lecture, hands-on-practice, simulation, and PBL(Problem-based learning) are turned out to be the major teaching and learning methods. This study signifies the need for use of various teaching and learning methods by the instructors and provision of PBL environment.

• Journal of Korean Home Economics Education Association
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• v.30 no.2
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• pp.137-147
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• 2018

The purpose of this study was to develop and examine the effects of flipped learning in ancient Mesopotamian costume history. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned the socio-cultural background of Mesopotamia by watching videos online and Mesopotamian costume with PPT. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, the instructor had a supplementary mini-lecture. Then the advanced learning was progressed with the team project(Mesopotamian costume analysis) by online Louvre Museum. Students made a team presentation and the instructor provided feedback. After-class: The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students actively participated in flipped learning and the class was rated appropriate. Students were satisfied with the overall quality of the flipped learning class. The Effect of Flip Learning Classes in reflective journals were shown as 'related flipped learning style,' 'related online Louvre museum project,' 'understanding of cooperative learning,' and 'contents of the class'. In conclusion, the flipped learning applied to Mesopotamian costume history was positive as a learner-centered education.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.37-46
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• 2019

The purpose of this study is to develop a flipped-learning based education model for vocational education and training. Based on previous studies, we have developed a training model that includes definitions of flipped-learning, major learning activities, and operational strategies in each occupation. In addition, delphi surveys were carried out to confirm the validity of the educational model for HRD and vocational education and training specialists. Finally, the flipped-learning model for vocational education and training consists of three stages: Pre-learning, Main-learning, and Post-learning. Pre-learning stage include Online lectures, Simple tasks, Main-learning stage include Active learning and Coaching-Debriefing lecture, Post-learning stage includes Individual reflection-Additional task performance activities. The educational model developed through this study was developed with the focus on improving the linkage and the performance of the goal of vocational education and training.