• Journal of Korea Society of Digital Industry and Information Management
• /
• v.19 no.2
• /
• pp.79-87
• /
• 2023

On-line learning has been adopted as a major educational method due to the COVID-19 pandemic. Students and faculties got accustomed to on-line educational environment as they experienced it during the COVID-19 pandemic. Development of various technologies and social requirement for educational renovation lay groundwork for on-line learning as well. Therefore, on-line learning or blended learning will be likely to go on after the end of COVID-19 pandemic and it is necessary to prepare the guidelines for effective utilizing on-line learning. The primary purpose of this study is to examine the learning behaviors and the learning effects by using LMS data. Learning behaviors were measured in terms of learning time and access frequency for pre-recorded video lectures targeting computer-practice classes. The results of empirical analysis reveal that frequency was the significant predictor of course achievements but learning time was not. The findings of empirical analysis will provide insights that the effective planning and designing on-line classes based on learning behaviors are key to enhancing learning effects and learner's satisfaction.

• Journal of Convergence for Information Technology
• /
• v.11 no.7
• /
• pp.118-127
• /
• 2021

This study aims to examine satisfaction of nursing students with online classes during first semester of 2020 after COVID-19 pandemic and the difference in satisfaction according to general and online-related characteristics. An online survey was conducted for all nursing students, and subsequently 627 responses were analyzed by t-test and ANOVA with SPSS WIN. Result reveals that students ability to use IT devices was above average, and most of them used laptop computers. Pre-recorded video lecture format was used the most, and improvement of online content was demanded the highest. Overall satisfaction with online classes was scored 3.0/5.0, with the highest satisfaction for anytime and anywhere learning, and the lowest satisfaction in recommending online classes to others. There were significant differences between self-evaluation on own grade, ability to use IT devices, format of online classes, and satisfaction about online classes. Through this study, it would be possible to suggest a plan to increase satisfaction of online class and basic data to establish university policy for online classes after COVID-19.

• Journal of The Korean Association For Science Education
• /
• v.36 no.5
• /
• pp.739-756
• /
• 2016

The purpose of the study is to reflect on 'myself' as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator's course since March 2016 after the preliminary practice in 2015. The video recorded the course for 11 weeks with about 40 hours of lessons. The data source also included teacher educator's reflective journals, lecture evaluations, online boards and so on. Questionnaires were distributed and answered both at the beginning and at the end of the course and pre-service teachers wrote their reflective journals. Four of them were in the focus group interviews. During the course, the weekly group meeting of critical collaborators analyzed the emerging issues based on the lesson clips and teacher educator's reflective journals with discussion for the course innovation. Four phases were revealed in the process and for the purpose of the course such as exploration, conflicts, challenges, and changes. The results showed that first, we identified tensions among the teacher educator's multiple identities as a lecturer, a faculty member, and a researcher. Second, there were differences between goals of teacher educator and pre-service teachers in the course, and this obstructed the success of the course sometimes. Third, these practices led to explore balanced alternative views and interpretations of the problem by critical views and to expand and improve our teaching practice and thinking. In addition, the self-study with critical collaborators helped to bring conflicts and issues below my practice to light for collaborative reflection and it gave a chance to understand ourselves as teacher educators in different ways.