• The Research Journal of the Costume Culture
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• v.30 no.5
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• pp.717-731
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• 2022

The purpose of this study is to suggest effective online pedagogical strategies for a fashion design CAD course to enhance student learning and satisfaction. The study investigated student experience of online learning and compared online learning with a face-to-face learning experience. Student concentration, participation, perceptions of effectiveness of teaching, utilization of learning materials, and satisfaction were analyzed using a 5-point Likert scale. Advantages and disadvantages of online learning as well as advantages of face-to-face learning were also analyzed both quantitatively and qualitatively. Student concentration, participation, and perception of effectiveness of teaching were greater for face-to-face learning with significantly higher concentration on individual practice. Students utilized video recording of synchronous online lectures more actively than PDF lecture notes. The advantages of face-to-face learning were plentiful communication and feedback and easy questioning process as well as high levels of understanding and concentration. Meanwhile, major disadvantages of online learning were the speed of the lecture, lower levels of understanding and concentration, limited peer interaction, and technical problems. Major advantages of online learning were flexibility and convenience, repetitive learning through videos, and instant communication and feedback. Students preferred a blended learning approach for the fashion design CAD course. For effective online learning, it is suggested that instructors frequently question and check student practice through screen share in a private online meeting room and engage activities that are demanding of student interaction. The video recording of synchronous online lectures is also suggested as a supplemental learning material for repetitive learning.

• Asian Pacific Journal of Cancer Prevention
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• v.15 no.7
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• pp.3227-3231
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• 2014

Background: This research evaluated the effectiveness of an online education model in teaching breast self-examination to university staff and students. Materials and Methods: 1,679 women participated in a breast self-examination online training program. Breast self-examination knowledge evaluation forms developed by Maurer (1997) were used in the research and were evaluated on a 100 point scale. Paired t-test and McNemar's Test statistics were employed. Results: The participants scored an average of 46.5 (14.0%) on knowledge on breast self-examination before training, but 77.4 (11.0%) one month after education and 76.7 (9.52%) after six months. There was a clear significant difference between these knowledge levels (p<0.05). Similarly, while the rate for systematic practice of breast self-examination among women was 30.8% before training it increased to 47.8% afterwards. Again the difference was significant (p<0.05). Conclusions: Online education is an effective method for teaching breast self-examination to women.

• The Journal of the Korea Contents Association
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• v.21 no.6
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• pp.744-758
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• 2021

This study is aimed at identifying the possibility and effectiveness of teaching methods education for professors through the development of online teaching content and providing important implications for future online teaching content development and utilization strategies by looking at the differences in the experience and needs of professors who have taken online teaching content. A university surveyed 83 professors who took the seven teaching contents developed between 2015 and 2018, and took them from 2017 to 2019. As a result of the study, professors often took online teaching content for self-development purposes, were satisfied with the overall content, and cited the low psychological burden and resistance of education through personal learning, and the possibility of repeated learning online. The differences between importance and execution in content composition, the areas of statistically significant difference were easy-to-understand delivery, appropriate and sufficient examples, interest and motivation, facilitating interaction between learners, appropriate difficulty, reflection of current trends, appropriate presentation order and ethical composition. The importance level recognized by professors in the area was higher than execution level. In conclusion, opinions for improving online teaching content were appropriate and sufficient examples in the area of content composition, interest and motivation, and reflection of the latest trends. In the area of ease of use, there was stable playback, relay function, and location-independent.

• Knowledge Management Research
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• v.21 no.2
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• pp.119-135
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• 2020

Owing to pandemic (COVID-19), the traditional face-to-face education method has been changed to the non-face-to-face real-time online education methods. Using a real time-based video conference system, synchronous education can be adopted by face-to-face class easily. Specially, it is very important to minimize the difference in learning effects between face-to-face and non-face-to-face in Entrepreneurship education. In this study, in order to derive the factors that affect the satisfaction of learners in synchronous online education, authors collected data from learners taking a synchronous entrepreneurship course. Through previous research, learned the reality of education and the composition of lessons. Spatiotemporal effectiveness, mentor ability, and educational environment influence learning satisfaction. PLS-SEM results revealed that it was confirmed that only spatiotemporal effects affect learner satisfaction. However, the education environment (fluent operation and convenience of function use of real-time based online conference system) effect teaching presence, class structure, and spatiotemporal effects. Through this research, we hope to provide theoretical and practical support for developing effective teacher activities, proper lesson structure, convenient function of the conference system, and learner-centered online learning environment when developing synchronous online classes.

• Educational Technology International
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• v.14 no.1
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• pp.1-26
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• 2013

This study is to identify whether three types of online instruction (text-based, video-based, and video-based instruction without text) and age category have a different influence on students' comprehension and motivation. Online students were randomly assigned to one of six groups, and they attended two-week online lectures via Course Management System. The comprehension test and the short form of IMMS were implemented when 114 participants accomplished two-week online lectures. The results revealed that using instructional video in online instruction is more effective instructional medium than text only in order to promote learner's motivation. Besides, older adults aged 41-60 are significantly different from younger adults (21-40 years old) in terms of students' comprehension. Furthermore, three types of online instructions are likely to be influenced by age category.

• Journal of Digital Convergence
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• v.5 no.2
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• pp.71-81
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• 2007

This study is to design the web-based educational setting in industry to test the effectiveness of online teaching in Korea. Especially this study focuses on the impact of information technology on educational influence on employees in small and medium-sized enterprises (SME) because these experimental settings are differed from universities or large firms often called Jaebaels. The findings of the study are summarized as education setting especially personalization content materials greatly influences on the speed and quality of employees' learning. Also the positive attitudes of employees toward the learning environment correlate to the effectiveness of online learning in SME.

• Journal of Engineering Education Research
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• v.25 no.3
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• pp.26-34
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• 2022

Students' questions are essential and important for learning, but previous research and experience of instructors shows that there is a lack of interaction between instructors and students in online classes. This research studies how learners can effectively ask questions in online classes at engineering colleges. Based on two axes of anonymity and openness, the four different types of questioning methods were suggested as 'onymous/public', 'onymous/private', 'anonymous/public' and 'anonymous/private.' In this study, seven communication channels were applied to check their effectiveness in an online class. The results showed that learners' satisfaction with learning outcomes increased compared to previous offline classes, while satisfaction with teaching methods was similar. Additionally, among the four types of questioning methods, the preference and effectiveness of 'anonymous/public' was highest, followed by 'onymous/private'. This study suggests several implications of educational approaches to online education in engineering colleges.

• Journal of the Korean Society for Library and Information Science
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• v.40 no.4
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• pp.33-61
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• 2006

The purpose of this study is to evaluate the effectiveness of online information literacy instruction as liberal arts course offered at Sungkyunkwan university. For this purpose, Curriculum was designed in the way of interactive online tutorials. And the results of pre-and post-tests and the term-end student course evaluation data were analyzed. The results were as follows. Five basic information literacy competencies were improved through Online course. And the effect of Online instruction did show the statistical significance. but had a difference by department. Also, There appeared to be a relatively high level of Students' satisfaction with the curriculum. Therefore, this study revealed that online information literacy instruction as liberal arts course is a highly effective method for teaching information literacy to undergraduate students.

• Journal of Information Technology Services
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• v.10 no.3
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• pp.61-76
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• 2011

The purpose of this paper was to design and implement effective learning model for internet ethics education, following the learning principle and procedure of PBL(Problem-Based Learning) which is one of the constructivism teaching-learning theories(, and to apply it). In this learning model, online learning and face-to-face classes were systematically combined for achieving the teaching-learning goals and the main module for online learning run on Moodle, an open source LMS(Learning Management System). It is possible for learner to participate actively in creation of micro-contents and reorganize contents using various SNS(Social Network Service). The learner can achieve the learner-oriented learning and select micro-contents in order to reorganize the personalized learning contents to take advantage of SNS among learners. To examine educational effectiveness of the proposed learning model, an experimental study was conducted through the education content and method to the subjects of two classes in the second-grade of university located in OO city. 60 students(treatment group=30, control group=30) participated in the experiment. The result statistically verified that the proposed learning method is more effective in cultivating consciousness of internet ethics than the face-to-face PBL learning method. The results of this paper also showed that a lecture using blended learning is efficient in achieving learning performance and that learners responded positively(, which are indicating that the higher effectiveness of learning would be expected) by forming connectedness among learners using SNS. The results of this paper showed that a lecture using blended learning is effectiveness in achieving learning performance and that learners responded positively, which are indicating that the higher effectiveness of learning would be expected by forming connectedness among learners using SNS.

• International Journal of Contents
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• v.12 no.4
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• pp.62-68
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• 2016

This paper describes an attempt to integrate flip teaching into a language classroom by adopting wikispaces as an online learning platform. The purpose of this study is to examine student perceptions of the effectiveness of using video lectures and wikispaces to foster active participation and collaborative learning. Flipped learning was implemented in an English writing class over one semester. Participants were 27 low intermediate level Korean university students. Data collection methods included background questionnaires at the beginning of the semester, learning experience questionnaires at the end of the semester, and semi-structured interviews with 6 focal participants. Because of the significance of video lectures in flip teaching, oCam was used for making weekly online lectures as a way of pre-class activities. Every week, online lectures were posted on the school LMS system (moodle). Every week, participants met in a computer room to perform in-class activities. Both in-class activities and post-class activities were managed by wikispaces. The results indicate that the flipped classroom facilitated student learning in the writing class. More than 53% of the respondents felt that it was useful to develop writing skills in a flipped classroom. Particularly, students felt that the video lectures prior to the class helped them improve their grammar skills. However, with respect to their satisfaction with collaborative works, about 44% of the participants responded positively. Similarly, 44% of the participants felt that in-class group work helped them interact with the other group members. Considering these results, this paper concludes with pedagogical suggestions and implications for further research.