• 의학교육논단
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• 제23권2호
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• pp.118-127
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• 2021

Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.

• Asian Journal of Innovation and Policy
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• 제9권2호
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• pp.207-222
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• 2020

As the COVID-19 continues spreading, Korea's Ministry of Education (MOE) announced that all public schools, including elementary, middle, and high schools, must begin on April 9, 2020, via online teaching for the first time in the nation's history. There were opposite views among educators regarding the unprecedented attempt to start school online. This study intends to analyze the strategies and policies of distance learning in the public education sector using the experiences in Korea, which has been dealing with the COVID-19 pandemic over the past six months, and thus presents educational implications that may be of interest other countries in the post-COVID-19 era. This study first conceptualized the distance education policy in two domains: technological infrastructure and technological teaching and learning, and then examined what specific policies have supported distance education in school settings. For the analysis of policies supporting distance education in Korea, this study analyzed the relevant documents that include the annual plan and press release uploaded on the website of MOE from early March until early August. Accordingly, 13 documents that contain the distance education policy were analyzed in this study. To provide equal opportunities for all students and ensure fair resource allocations, technological inequality should be discussed in the context of educational inequality. Finally, this study looks at how strategies and policies could be related to educational equality and equity.

• The Journal of Asian Finance, Economics and Business
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• 제8권9호
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• pp.35-43
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• 2021

This study aims to investigate factors affecting eBook acceptance and learning outcomes among students experiencing online distance learning. As conventional textbooks are now switched into eBooks, the effects of contextual factors including lecturer, student computer competency, content and design of the course, access ability, infrastructure, and university support on eBook acceptance and learning outcome needs to be evaluated. The sample of this study is represented by students at the Universiti Teknologi MARA, City Campus Melaka, undertaking 'strategic management course'. Non-probability random sampling was selected as the sampling technique and a purposive sampling method was chosen to select the samples. The samples comprised 171 students randomly selected through Google Form. The questionnaire data was analyzed by using PLS-SEM. The results indicated that these factors contributed 62.3% variations in the eBook acceptance and 67.1% variations in the learning outcomes. The strongest factor affecting both dependent variables was content and design of course. Managerial implication suggested that the content for all courses taught through the eBook platform needs to be revisited and improved in accordance with the mode of online deliverance. Tutorial on how to navigate the eBook platform is important to all users as this would enhance acceptance and produce better learning outcomes among students.

• 대한치과기공학회지
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• 제42권4호
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• pp.402-408
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• 2020

Purpose: To understand the students' level of recognition of online classes in the Department of Dental Technology and to provide the basic data for designing online classes based on the dental technology course. Methods: A survey was conducted among the students of the dental technology department. The collected data was analyzed with the SPSS ver. 25.0 program. To ensure a reliable verification, the α=0.05 significance level was used. The t-test and analysis of variance were also performed. Results: The students' level of recognition of online classes in the Department of Dental Technology is shown in the rate of recognition for video-based classes for both the theory and experiments. Students displayed high positivity with the video-based learning as it is repeated learning that is not affected by the limitations of time. In addition, video-based learning is highly beneficial in terms of convenience, satisfaction, and achievement for learning. Conclusion: Based on the results, video-based learning is a highly positive learning type for students. It was also recommended that the Department of Dental Technology should offer a post-COVID-19 online class to include the blended methods of a face-to-face class and video-based learning.

• 디지털산업정보학회논문지
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• 제5권1호
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• pp.127-139
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• 2009

Recently a rapid development of Information Technology including Internet have brought new way of education such as Distance education, Cyber University, Home Schooling and so on. This change of education have also brought about the change of a tool and medium for education. It is a using multimedia contents in education. Using the multimedia learning contents on line education is considered as one of new way of education and expected to bring learner's better performance. Therefore, it's necessary to research online education contents and its design. In this paper, we discussed how the multimedia contents should be designed to help to reinforce what the learner have learned and researched a critical factor of online contents to effect on learner's better performance.

• 한국항해항만학회:학술대회논문집
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• 한국항해항만학회 2022년도 춘계학술대회
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• pp.363-364
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• 2022

The COVID-19 pandemic had substantial negative impacts and caused several disruptions to the global supply chain of the shipping industry. The key challenges identified in terms of maritime manpower are the Certificates of Competency (CoC) or the expiration and/or failure to complete refresher and/or revalidation courses, which directly hinder employment retention and lost opportunities at sea. To tackle this issue directly and swiftly, the creation of the APEC SEN Distance Learning Platform was suggested and approved by APEC as part of an official project. This paper introduces the APEC-wide accessible distance learning platform with the following key topics: the organisation and operation of the platform, the themes and content to be prioritised, the process of education, training, certification, and the ways to promote accreditation, mutual recognition on CoC, education and training videos by taking collaborative actions, and the development of content.

• International Journal of Computer Science & Network Security
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• 제21권11호
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• pp.97-104
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• 2021

The authors provide characteristics of the open educational platforms, classification and quantitative analysis regarding the availability of IT courses, teaching language, thematic directions on the following platforms: Coursera, EdX, Udemy, MIT Open Course Ware, OpenLearn, Intuit, Prometheus, UoPeople, Open Learning Initiative, Open University of Maidan (OUM). The quantitative analysis results are structured and visualized by tables and diagrams. The authors propose to use open educational resources (teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows free use, adaptation, and distribution) for organization of independent work; for organization of distance or correspondence training; for professional development of teachers; for possibility and expediency of author's methods dissemination in the development of their own courses and promoting them on open platforms. Post-project activities are considered in comparing the courses content of one thematic direction, as well as studying the experience of their attending on different platforms.

• 융합정보논문지
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• 제11권10호
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• pp.171-181
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• 2021

본 연구는 코로나19로 인한 대학의 원격수업이 장기화하고 교수자와 학습자의 어려움이 계속됨에 따라, 여러 기술이 결합 된 기술융합 부문 공업계 대학 교수자와 학습자의 인식 파악을 통하여 개선 방안을 도출하고자 하였다. 이를 위해 2020학년도 2학기 종료 시기에 자동차 계열 교수와 학생들을 대상으로 온라인 설문조사를 실시하였다. 설문조사 분석 결과, 교수와 학생은 온라인 수업의 장점 측면에 대해서는 시공간의 자유로움, 반복 학습 가능, 재활용 등 유사한 인식을 하는 것으로 나타났다. 애로사항 측면에서는 학생은 현장감 부족으로 학습몰입 떨어짐을, 교수와 학생 모두는 상호작용의 어려움을 상대적으로 크게 느끼는 것으로 나타났다. 본 연구는 기복이 있는 코로나 상황과 코로나 이후 공업계 대학의 온라인 교육에 대하여 대학 정책지원에 관한 제언과 기본자료를 마련한다는 의의가 있다.

• 디지털산업정보학회논문지
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• 제19권3호
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• pp.13-25
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• 2023

This study analyzed the impact of expectations congruence, usefulness, ease of use, and interaction on the satisfaction of learners who participated in distance learning. For this purpose, a survey was conducted targeting students taking remote classes operated by universities after COVID-19. The survey was conducted online using learning management system notices and mobile notifications at the end of remote classes. The research results are as follows. First, expectation confirmation was found to have a significant effect on satisfaction. Second, usability was found to have no significant effect on satisfaction. Third, ease of use was found to have a significant effect on satisfaction. Fourth, interaction was found to have the greatest impact on satisfaction. This study analyzed the impact on satisfaction with university distance learning after COVID-19. Based on the research results, it is necessary to specify teaching strategies such as supporting a distance learning environment optimized for learners and strengthening interaction.

• International Journal of Computer Science & Network Security
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• 제21권12호
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• pp.137-142
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• 2021

Distance learning universities provide online course content. The main methods of providing class contents are on-demand and live-streaming. This means that students are not restricted by time or space. The advantage is that students can take the course anytime and anywhere. Therefore, unlike commuting students, there is no commuting time to the campus, and there is no natural process required to take classes. However, despite this convenient situation, the attendance rate and graduation rate of distance learning universities tend to be lower than that of commuting universities. Although the course environment is not the only factor, students cannot obtain a bachelor's degree unless they fulfill the graduation requirements. In both commuter and distance learning universities, taking classes is an important factor in earning credits. There are fewer time and space constraints for distance learning students than for commuting students. It is also easy for distance learning students to take classes at their own timing. There should be more ease of learning than for students who commute to school with restrictions. However, it is easier to take a course at a commuter university that conducts face-to-face classes. I thought that the reason for this was that commuting to school was a part of the process of taking classes for commuting students. Commuting to school was thought to increase the willingness and motivation to take classes. Therefore, I thought that the inconvenient constraints might encourage students to take the course. In this research, I focused on the act of commuting to school by students. These situations are also applied to the distance learning environment. The students have physical time constraints. To achieve this goal, I will implement a course restriction method that aims to promote the willingness and attitude of students. Therefore, in this paper, I have implemented a virtual school system called "virtual go to school (VG2S)" that reflects the actual route to school.