• Journal of the Korean BIBLIA Society for library and Information Science
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• v.26 no.4
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• pp.263-282
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• 2015

Online education in the field of LIS has continued to spread out in university curricula or with collaborative online programs through consortia among universities. Unlike the traditional online education, however, MOOCs (Massive Open Online Courses) with the recent advent and advances have risen as a new paradigm in education of the future in that these are massive online learner-centered courses, free and open to any person with no limit on enrollment. With no exception to this phenomenon, the LIS field centered by overseas iSchool universities has been offering MOOCs for core LIS courses. This research conducted a case study of utilizing a part of overseas LIS MOOCs in a core LIS course at domestic University-A, in order to explore the potential for utilizing overseas MOOCs in LIS education. The results of conducting a survey and a focus group interview to students discovered that MOOCs content was interesting and useful and many of them were willing to take other MOOCs in the future, despite some language barriers. Based on these findings, this study suggested the need for establishing educational value, administering methods, ways to motivate students, and designing MOOCs by incorporating the characteristics of the LIS field, as ways to utilize MOOCs in LIS education.

• International Journal of Contents
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• v.16 no.3
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• pp.87-100
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• 2020

This research explored the impact the thoughts and opinions of lecturers teaching university general English courses have on their virtual classes and discussed the differences and similarities in their perspectives. As a research methodology, the Q-method was used, which usually consists of five steps: Q-population, Q-statements, Q-participants, Q-sorting, and factor analysis using PQMethod, a computer software program. A total of 30 statements were finally selected and 26 people directly involved in teaching online university general English courses were selected as participants in this study. Based on the results of the factor analysis, this research discovered three different factors, which were interaction & content-oriented, online teaching favored, and content-oriented. The results of this study can contribute to developing the future directions of virtual university general English classes to help learners improve their English skills and prepare lecturers for the future.

• Journal of Engineering Education Research
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• v.25 no.2
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• pp.13-21
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• 2022

In many existing studies, the analyses on the application and effect of the project-based learning model (PBL), a student-centered teaching and learning strategy, have been emphasized and carried out in various majors and courses. This case study analyzes the effects of applying a project-based learning model to the engineering accounting course for engineering students in 2021 in the context of the COVID-19 pandemic, compared with the offline course in 2019 and the simple online course in 2020. Project team consisting of 2-3 students carried out online collaborative learning activities for solving open-ended problems through the 5-step PBL procedure including presenting the final result. Except for this online PBL application in 2021, textbooks, lecture contents, assignments, and tests were implemented the same for each semester for three years. Through lecture evaluation and survey by students, the online PBL application semester showed higher effects in inducing student-centered learning, lecture satisfaction, and student competency improvement compared to the non-applying semesters, further, it was evaluated that the online PBL application to the course and evaluation method were more appropriate than other semesters. It is expected that the online PBL method and operation procedure applied in this study can be utilized as a best practice for the design and operation of various online courses for student-centered collaborative learning activities and educational effects.

• Journal of Engineering Education Research
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• v.25 no.1
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• pp.12-21
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• 2022

The College of engineering's capstone design is student-team-centred learning based on project-based learning and is one of the most important courses for students aiming to be competent professional engineers capable of solving real industrial problems. Therefore, in order to resolve the capstone problems, various face-to-face contacts such as frequent industrial site visits, multiple meetings with diverse people including team members, and repeated contacts with course-supervising and team-advising professors are prerequisite processes. However, according to the transition to fully online education due to the global pandemic of COVID-19, capstone design courses for 2020 and 2021 were also conducted online. Based on the modified students' evaluations of educational quality (SEEQ) with 3 perspectives such as curriculum, teaching-staff and students themselves, this study compares their evaluations of offline capstone designs from 2013 to 2019 and online capstone designs in 2020 and 2021 in the context of COVID-19. In 3 perspectives, the difference in students' evaluation of the online capstone between the beginning and the end of the course shows a positive effect, which is better than the offline capstone. Also, in various dimensions for each perspective, the online capstone shows a better evaluation than the offline capstone. These findings suggest that the online capstone design curriculum can be expected to have educational effects as well as students' satisfaction with the online curriculum in the future.

• East Asian Journal of Business Economics (EAJBE)
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• v.10 no.3
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• pp.1-15
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• 2022

Purpose - This study explored factors of online education that affect student dissatisfaction and learning effectiveness in higher education during the COVID-19 pandemic. Research design, data, and methodology - This study combined qualitative and quantitative designs. The qualitative part of this study involved in-depth interviews using a criteria-based purposive sampling technique. The quantitative part of this study consisted of an online survey. Results - The qualitative results revealed that students faced significant problems related to online learning, including a lack of learning environment, interaction, and support from the school. The quantitative results indicated that the effects of transitioned-online courses on student dissatisfaction were higher with student support, the interaction between students and instructors, online learning environment, and course organization and evaluation based on the order, while the effects on learning effectiveness were higher with the online learning environment, interaction between students and instructors, course organization and evaluation, and student support based on the order. Conclusion - The results implied that online learning in the era of the COVID 19 pandemic negatively affects student satisfaction and learning effectiveness. Policymakers and school leaders should improve students' satisfaction and learning effectiveness when confronted with the pandemic. Better policies should be adopted to improve better way of teaching in the era of COVID19.

• Educational Technology International
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• v.16 no.2
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• pp.201-229
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• 2015

Culture is a crucial concept that forms the thinking and behaviors of a group of people, and it influences interactions in learning. Thus, it is also essential to consider cultural sensitivity in online learning technologies and instructional design as education is a set of learning actions based on values and perceptions. MOOCs, the latest online learning platform, are global online learning platforms that provide global learners with free and various learning resources including courses from different world-class institutions. Despite globalization having brought learners closer to sharing similar learning resources, the actual experiences with the resource are expected to vary according to cultures, mainly because learning behavior is a set of outcomes based on cultural differences. Taking this into consideration, this study aims to examine MOOCs from a cultural perspective in order to facilitate global learners, especially Korean learners, to utilize MOOCs with user-friendly services and contents. To achieve this objective, the study first identified and developed an evaluation criteria to examine the cultural sensitivity of MOOCs and conducted case studies on courses from major MOOC providers including edX and Coursera. From the findings, design recommendations of contents and courses on MOOCs were suggested to provide Korean learners with optimal learning experiences.

• Knowledge Management Research
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• v.9 no.4
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• pp.1-16
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• 2008

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate's cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners' academic self-efficacy, self-regulated learning and online task value predict learners' academic achievement significantly. Second, except for academic self-efficacy, learners' self-regulated learning and online task value predict on learners' learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners' academic self-efficacy, online task value and self-regulated learning which predict learners' academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.2
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• pp.57-66
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• 2021

The purpose of this study was to verify whether the Interactive Cinematherapy Course developed based on discussion is still effective for emotional intelligence and empathic ability, even in a college lecture environment where courses are given online due to COVID-19. The subjects were enrolled in the Interactive Cinematherapy Course and experienced either an online (N=139) or offline (N=212) course before and after COVID-19. To the offline course, students were given structural questions and conducted discussions, whereas the online course students were given feedback via e-mail to substitute discussion. The results were as follows. Compared to the offline courses, students in both online/offline courses commonly showed an increase in "Other's emotion appraisal", "Cognitive Empathy", "Perspective taking", "Fantasy", and "Emphatic Concern". The online course students showed an increase in the "Use of emotion", while offline course students showed an increase in "Self emotion appraisal". This shows that online and offline courses do not have a significant difference in effects. In qualitative research, the lecturer's communication ability and concern helped enhance the effectiveness of the Interactive Cinematherapy Course given online. This implies that communication between the lecturer and students and role of the lecturer are more important than the online environment.

• The Journal of Korean Association of Computer Education
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• v.7 no.4
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• pp.1-6
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• 2004

For an e-learning class, many voice and video technics for enhancing student teacher interaction. But for programming exercise courses, it's very difficult to add interactive components via web browser. In this paper, we make an online algorithm bank to manage and search algorithms, build an programming exercise interface on web. Students can edit, compile and execute programs included in online algorithm bank. Online program compile and execution enhance e-learning effectiveness for programming courses, and make students feel ease for computer algorithms.

• Journal of Information Technology Services
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• v.20 no.6
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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.