• Journal of Creative Information Culture
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• v.5 no.1
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• pp.1-13
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• 2019

This study investigated how general blended learning strategies and flipped-learning instructional strategy affect college students' social presence and group cohesion. The main results of this study were summarized as follows. First, the group of flipped-learning instructional strategy was more effective in college students' social presence than general blended learning. Second, it was found that groups using flipped-learning instruction strategy had more positive effects on improving group cohesion among college students than those using the general blended learning instructional strategy. The results of this study can influence the identification and verification of the main components to be considered when using flipped-learning instruction strategy in blended learning environment. The results of this study can influence the identification and verification of the main components to be considered when using flipped-learning instruction strategy in blended learning environment.

• Korean Medical Education Review
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• v.24 no.1
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• pp.56-62
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• 2022

Despite current regulations requiring social distancing due to coronavirus disease 2019, problem-based learning (PBL) requires student interaction to achieve common goals and enhance critical thinking and deep learning abilities. Social presence in the online education environment reduces both perceptions of physical distance and psychological distance in interactions. This study aimed to compare PBL activities between in-person and videoconferencing classes, and to investigate social presence and learning satisfaction in a videoconferencing PBL environment. The PBL consisted of six modules for both the first and second years of Chonnam National University Medical School. As social distancing was strengthened, the second class of the fifth module in both years was converted to an online format and the fifth module was excluded. The first four PBL modules were conducted as in-person classes, but the last PBL module was administered via videoconferencing. After the final PBL module, 100 (81.3%) first-year medical students and 90 (79.6%) second-year students were asked to complete a self-administered questionnaire on social presence and learning satisfaction. There were no significant differences in the small group activities of tutorial sessions between in-person and videoconferencing classes. In the online videoconferencing class, students who had favorable attitudes toward the tutors' social role and interactions with peers showed high satisfaction with their learning. In conclusion, online videoconferencing allows students to simultaneously perceive their interactions with others and social presence, even at a distance. Tutors can enhance a sense of online community and collaborative learning as facilitators of online PBL.

• 한국HCI학회:학술대회논문집
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• 2008.02b
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• pp.64-70
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• 2008

Computer Assisted Learning (CAL) is quite different from in many aspects. CAL provides individualistic learning environment and facilitates autonomy of the learner. Thus the learners who uses CAL program has more sense of control and engages in more strategic learning than conventional learning environment. In this experiment, we used KORI (KORea university intelligent agent) which is a new type of ITS adopting TA (Teachable Agent) that fosters learning by teaching, So, we investigated the critical motivational factor that have influences in CAL learning and the effects of reward in CAL are another area of our interest. Thus, we divided two conditions that presence of reward and absence of reward. The 174 elementary school students(5th) were participated and they are randomly assigned the one of the reward conditions. Before entering the experimental instruction, all participants measured about metacognition, self-efficacy and goal orientation questionnaire as independent variables. Then, Participants were instructed of method of using KORI program and asked to study for ten days with KORI program at least 20 minutes everyday in their home, about 10 days. After 10 days, they were rated interest and comprehension. Regression results suggest that regardless of the presence of reward, metacognition is a positive predictor in interestingness. It indicate that metacognitive skills are required in CAL learning situation irrespective of reward. But on comprehension in the absence of reward, only self- efficacy appeared to be a positive predictor. In the presence of reward, performance goal orientation showed as a negative predictor of comprehension, whereas self-efficacy was a positive predictor. This result suggest that presence of reward especially interferes learning process of performance goal orientation in CAL learning situation. It could be interpreted that reward interferes the learning process of performance goal orientation by debilitating intrinsic motivation.

• Journal of Christian Education in Korea
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• v.74
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• pp.255-271
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• 2023

Purpose of study: The purpose of this study is to explore the moderating effect of learning motivation in the effect of cognitive presence on cognitive regulation. Research content and method: The subjects of this study were 160 preservice teachers who are enrolled in the Faculty of Education of a university. The survey measured cognitive control, human presence, and learning motivation. Among the collected data, learning motivation was averaged. In addition, a group with low learning motivation and a group with high motivation were distinguished. Next, this study compared the averages of cognitive control by classifying the learning motivation levels. The collected data was analyzed using a multiple regression (Stepwise) method to explore the effect of cognitive presence on cognitive control. First, multiple regression analysis was performed on the entire group. Second, multiple regression analysis was performed by dividing the group with low learning motivation from the group with high motivation. Conclusions and Suggestions: As a result of the analysis, the group with high learning motivation showed a higher level of cognitive control than the group with low motivation. In the group with high learning motivation, only content understanding among the sub-factors of cognitive presence had an effect on cognitive control. In the group with low learning motivation, all factors of cognitive presence were affected.

• International Journal of Contents
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• v.16 no.4
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• pp.39-49
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• 2020

The goal of this research was to understand the patterns of multidimensional engagement in MOOCs. An email with an online survey link was sent to enrollees in an MOOC course. The survey included 35 questions asking about engagement, teaching presence, and learning persistence. The items were validated in the literature, revised for the MOOC setting, reviewed by four professionals in the field of educational technology, and used in the study. A heterogeneous group of 170 individuals gathered through convenience sampling participated in the study. With cluster analysis of the engagement data, three groups were identified: Cluster1, 2, and 3. Cluster 1 scored high on behavioral, emotional, and cognitive engagement. Cluster 2 scored high on behavioral aspects but low on emotional and cognitive engagement. Cluster 3 scored low on behavioral and cognitive engagement but high on emotional aspects. The study addressed cluster-specific learner characteristics and differences in perceived teaching presence and learning persistence. Design strategies pertaining to each cluster were further discussed. These strategies may guide instructors and practitioners in the design and management of MOOCs and should be further validated through future studies.

• Journal of Convergence for Information Technology
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• v.12 no.4
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• pp.38-46
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• 2022

This study examined the relationship of academic achievement, learning motivation and self-directed learning ability and cognitive presence of nursing students in online class. Data were collected through self reported structured questionnaire in 202 nursing students from October 19 to 30, 2020. Data were analyzed using SPSS/WIN 21.0. As a result this study, academic achievement was positively correlated with learning motivation(r=.45, p<.001), self-directed learning ability(r=.50, p<.001) and cognitive presence(r=.64, p<.001). As a result regression analysis, subjective academic grades, self-directed learning ability and cognitive presence explained 57.0% of the academic achievement in nursing students(F=91.00, p<.001). Therefore, it is necessary to develop various interventions to enhance the self-directed learning ability and to design the classes that increase the cognitive presence.

• Journal of Industrial Convergence
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• v.21 no.11
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• pp.75-83
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• 2023

This study aimed to identify the effect of academic emotions, learning flow and perceived teaching presence for academic achievement of nursing students in an uncontacted online class learning in the convergence society. The participants were 127 nursing students; data were analyzed using t-test, ANOVA, pearson correlation, multiple regression. It was found that: nursing students showed higher score at academic emotions, higher learning flow, and higher perceived teaching presence, higher score for academic achievement. The main factors influencing academic achievement were academic emotions, learning flow and perceived teaching presence. They explained about 42.7% of the academic achievement. Therefore, when operating uncontacted online classes for nursing students, it is necessary to consider the factors of learners, the personal efforts of the instructor, and systematic support for strengthening the instructor's capabilities.

• Journal of Information Technology Services
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• v.19 no.5
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• pp.107-124
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• 2020

Due to spread of covid-19, which began in December 2019, the usage of online distance learning has expanded within colleges. However, because of the lack of readiness for running online distance learning, professors and students had to experience a lot of inconvenience. In the near future, the usage of online distance learnig is expected to more expand, thus, it seems that there should be a strategies for sustainable online learning operations. This study aims to investigate which factors have impact on the continuance intention to usage of online distance learning of airline department students, focused on Post-Acceptance Model. For the empirical analysis, this study utilized a structural equation model after collecting 136 survey data. The results is as follow; First, user interface has positive impact on confirmation and confirmation has positive impact on satisfaction of online distance learning. Seconds, confirmation has positive impact on perceived usefulness, flow and social presence. Third, social presence has positive impact on satisfaction of online distance learning, but perceived usefulness and flow didn't have statistically meaningful impact on satisfaction. Finally, statisfaction of online distance learning has huge positive impact on continuance intention to usage. It is expected that the implications of this study enable colleges effectively to run online distance learning in preparation for the post-covid 19 era.

• Management & Information Systems Review
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• v.34 no.1
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• pp.51-63
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• 2015

This study investigated how presence will affect the user's trust in educational serious game. To achieve our research purposes, we divide presence into two parts: virtual presence and social presence and identify the relationship between trust and trustworthiness. and also, we separate out trust such as trust in learning and trust in fun according to users purposes. We conduct the survey using the english serious game for university student. The results show that presence significantly influence on trustworthiness and also trustworthiness effect on trust in learning and fun.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.111-119
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• 2022

This study examined the relationship of self-directed learning ability, teaching presence, learning flow and academic achievement of nursing students in non-face-to-face class. Data were collected through self reported structured questionnaire in 146 nursing students from June 19 to 20, 2021. Data were analyzed using SPSS/WIN 23.0. As a result this study, academic achievement was positively correlated with self-directed learning ability, teaching presence and learning flow. As result regression analysis, learning flow, self-directed learning ability and teaching presence explained 67% of the academic achievement in nursing students. Therefore, based on this study it will be more effective to improve academic achievement of instructional design and customized instructional methods that can improve self-directed learning ability, teaching reality and learning commitment are applied together in non-face-to-face classes.