• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.05a
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• pp.295-297
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• 2021

In this study, the difference in resilience was analyzed based on the results of the microprocessor class for the group who temporarily conducted online learning due to COVID-19 and made a cross-school course. As a result of the study, the resilience value in online learning was found to be less than 150 in 12, 150 to less than 180 in 33, and 180 or more in 10. On the other hand, the resilience value in offline learning was found to be less than 150, 8 people, 150 or more, 180, 30, 180 or more, 17. Therefore, in subjects that teach hardware and software at the same time, such as a microprocessor, it is necessary to proceed with offline learning that can establish a laboratory learning environment, and when proceeding with online learning unavoidably due to COVID-19, the theory is the same as other theoretical subjects. Content should be focused on.

• Journal of The Korean Association of Information Education
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• v.26 no.1
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• pp.75-84
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• 2022

Currently, education is being conducted through face-to-face classes and instructional design using blended learning, an integrated online and offline model that utilizes online characteristics. As the paradigm of education has changed from face-to-face classes to non-face-to-face classes since COVID-19, teaching methods to respond to changes are required in the educational field. In this paper, as a instructional design model using online, we proposed a instructional design model that conducts online classes in non-real time and then conducts online face-to-face classes using virtual classrooms in real time. In addition, a teaching strategy that can apply the online face-to-face teaching design model using the proposed virtual class room to software classes was presented. The proposed instructional design model will be able to prepare for a paradigm shift in education with a teaching design that can accommodate the characteristics of face-to-face education online.

• The Journal of Korean Association of Computer Education
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• v.9 no.4
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• pp.25-34
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• 2006

Although the e-learning system is being introduced in elementary and secondary education, incorporating it into the regular curriculum is difficult. Other problems include the lack of sessions and connection to regular courses in realistically applying project-based learning in the regular school curriculum. Therefore. this study established, applied, and analyzed the blended learning strategy to resolve such issues. Specifically, a theoretical investigation on the concept of blended learning and IT-oriented, project-based learning was conducted. The theme for learning based on integrated courses was also selected, and the 5-stage project-based teaching and learning strategy, concretized. The concretization strategy involved discussion, role division, and alternative evaluation strategy. The class progressed in formats of on-class online, on-class offline and off-class online. As a result, students experienced inconvenience since the project only lasted for a short period of time. Nonetheless, they responded positively to the effect of project-based learning in general. This study was able to suggest the possibility of applying e learning in regular school curriculum and propose the direction for digital and learner oriented teaching.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.97-121
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• 2011

This study aims to examine how motivational constructs are interrelated with social, context-specific factors and, as a result, contribute to L2 writing achievement within the framework of self-determination theory. The data consisted of 67 Korean college students' questionnaire responses, final scores in an on-offline blended writing course, and qualitative interviews with 5 students. In the descriptive and the correlation analyses, the participants' extrinsic motivation was found higher than intrinsic motivation, with low amotivation. Among social factors, immersion environment, foreign instructor, and peer comparison marked high scores, whereas Korean instructor and online material gained low scores. Those contextual factors were interrelated with each other, such that the immersion factor correlated significantly with Korean instructor and peer comparison. Extrinsic and intrinsic motivational subscales engendered strong correlations with the high-scored social factors, i.e., immersion, foreign instructor, and peer comparison, which were also closely interrelated with L2 writing achievement. The findings illuminate intricate workings of motivation in its effects on L2 achievement and corroborate the roles of contextual factors. The effect of motivational subscales on achievement may be valid through interplay with some social factors. The dynamics of motivation is discussed for pedagogical applications.

• Journal of Arbitration Studies
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• v.15 no.2
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• pp.3-35
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• 2005

The meaning of Online ADR lies in the prompt and economical resolution of disputes by applying the information/communication element (Internet) to existing ADR. However, if the promptness and economical efficiency are overemphasized, the fairness and appropriateness of dispute resolution may be compromised and consequently Online ADR will be belittled and criticized as second-class trials. In addition, as communication is mostly made using texts in Online ADR it is difficult to investigate cases and to create atmosphere and induce dynamic feelings, which are possible in the process of dispute resolution through face-to-face contact. Despite such difficulties, Online ADR is expanding its area not only in online but also in offline due to its advantages such as promptness, low expenses and improved resolution methods, and is expected to develop rapidly as the electronic government decided to adopt it in the future. Accordingly, the following points must be focused on for the continuous First, in the legal and institutional aspects for the development of Online ADR, it is necessary to establish a framework law on ADR. A framework law on ADR comprehending existing mediation and arbitration should be established and it must include contents of Online ADR, which utilizes electronic communication means. However, it is too early to establish a separate law for Online ADR because Online ADR must develop based on the theoretical system of ADR. Second, although Online ADR is expanding rapidly, it may take time to be settled as a tool of dispute resolution. As discussed earlier, additionally, if the amount of money in dispute is large or the dispute is complicated, Online ADR may have a negative effect on the resolution of the dispute. Thus, it is necessary to apply Online ADR to trifle cases or domestic cases in the early stage, accumulating experiences and correcting errors. Moreover, in order to settle numerous disputes effectively, Online ADR cases should be analyzed systematically and cases should be classified by type so that similar disputes may be settled automatically. What is more, these requirements should reflected in developing Online ADR system. Third, the application of Online ADR is being expanded to consumer disputes, domain name disputes, commercial disputes, legal disputes, etc., millions of cases are settled through Online ADR, and 115 Online ADR sites are in operation throughout the world. Thus Online ADR requires not temporary but continuous attention, and mediators and arbitrators participating in Online ADR should be more intensively educated on negotiation and information technologies. In particular, government-led research projects should be promoted to establish Online ADR model and these projects should be supported by comprehensive researches on mediation, arbitration and Online ADR. Fourth, what is most important in the continuous development and expansion of Online ADR is to secure confidence in Online ADR and advertise Online ADR to users. For this, incentives and rewards should be given to specialists such as lawyers when they participate in Online ADR as mediators and arbitrators in order to improve their expertise. What is more, from the early stage, the government and public institutions should have initiative in promoting Online ADR so that parties involved in disputes recognize the substantial contribution of Online ADR to dispute resolution. Lastly, dispute resolution through Online ADR is performed by organizations such as Korea Institute for Electronic Commerce and Korea Consumer Protection Board and partially by Korean Commercial Arbitration Board. Online ADR is expected to expand its area to commercial disputes in offline in the future. In response to this, Korean Commercial Arbitration Board, which is an organization for commercial dispute resolution, needs to be restructured.

• Journal of Practical Engineering Education
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• v.15 no.1
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• pp.183-192
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• 2023

This study analyzes the performance of flipped learning, an offline class method conducted in a degree-linked work-learning parallel system. Training in the work-study parallel system, which is conducted as part of job competency improvement, has thoroughly adhered to the offline method, but in line with COVID-19, unlike before, it is changing in the direction of using the online method more actively. However, educational methods such as flipped learning are not new because the degree-linked operation is applied to the academic system and education method of universities and is practically the same form as general university education. Therefore, it is necessary to analyze the educational performance and complementary points of flipped learning, which has recently been expanded in the degree-linked work-study parallel system, considering the characteristics of this system, in which classes are held only on weekends. As a result of statistical analysis based on the survey, some of the outcomes of flipped learning have been confirmed, and in order to increase the performances, it is necessary to continuously seek out specific measures to encourage learning and expand communication between instructors and students.

• Journal of Engineering Education Research
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• v.24 no.2
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• pp.12-19
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• 2021

Recently, the need of the future education in youth and univesity is rapidly increasing according to 4th industrial revolution. However, the maker and design education as a kind of youth and university future education has the following problems: it is implemented as an interesting convergence education including software education, it is managed by integrating youth and university competencies, it is composed in the form of blended class of consilient subject and nonsubject, it requires considering satisfaction in competency measurement and management, it is connected with entering school and getting job. To solve these problems, a case study on competency-based maker and design education using marine robot, which is based on the process-based learing method, integrated competency of youth and university, blended-type curriculum in terms of online and offline, is executed. To verify the competency-based maker and design education, the satisfaction survey in subject and nonsubject is performed. Study results show the example of the marine robot-based maker and design education and the need for additional study.

• Journal of the Korean Society for Library and Information Science
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• v.55 no.4
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• pp.5-22
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• 2021

This study aimed to understand how people perceive the transition from offline to online classes at universities during the COVID-19 pandemic. To achieve the goal, we collected tweets related to online classes on Twitter and performed sentiment and time series topic analysis. We have the following findings. First, through the sentiment analysis, we found that there were more negative than positive opinions overall, but negative opinions had gradually decreased over time. Through exploring the monthly distribution of sentiment scores of tweets, we found that sentiment scores during the semesters were more widespread than the ones during the vacations. Therefore, more diverse emotions and opinions were showed during the semesters. Second, through time series topic analysis, we identified five main topics of positive tweets that include class environment and equipment, positive emotions, places of taking online classes, language class, and tests and assignments. The four main topics of negative tweets include time (class & break time), tests and assignments, negative emotions, and class environment and equipment. In addition, we examined the trends of public opinions on online classes by investigating the changes in topic composition over time through checking the proportions of representative keywords in each topic. Different from the existing studies of understanding public opinions on online classes, this study attempted to understand the overall opinions from tweet data using sentiment and time series topic analysis. The results of the study can be used to improve the quality of online classes in universities and help universities and instructors to design and offer better online classes.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.740-751
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• 2021

To overcome the drawbacks of existing classes, this study developed a liberal arts education class model based on online-collaborative learning under the cloud based class environment. That will be the comprehensive model for classics reading, discussion education and foreign language education. This study started from the need of developing the college classes for embodying the collective intelligence. This course must be effective to maximize the educational effects and mutually interdisciplinary progress. Therefore, the offer of the applicable model will be able to establish collective intelligence and extend the educational effects. This study presented the proposed comprehensive model effects as follows: 1) this comprehensive model could create the learning environment so that individual intelligence may be converged into collective intelligence. 2) regarding their intellectual inquiry and the contents of thought, this model could activate the learners' participation in the discussion by mutually exchanging the feedbacks between teacher-learner and learner-learner. 3) cloud based online-collaborative learning environment could reduce learners' affective burden and overcome the drawback of offering the offline limited data. Thus, given these results, this model can be expected to allow us to draw the positive results in overall education fields along with liberal arts education, discussion education and foreign language education.

• Journal of Software Assessment and Valuation
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• v.17 no.1
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• pp.67-73
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• 2021

In this paper, a system configuration method that can practice Linux-based programming language online is presented. The proposed system utilizes the web-server function, which is the biggest feature of the Linux operating system, and simulates the telnet and FTP functions without firewalls or other security restrictions, so that it is possible to practice similar to the actual Linux console. To do this, we analyzed the functional elements that a programming tool should have on the web and established an algorithm to implement it. In particular, a method was implemented in which an error message caused by a user's mistake can appear in the same form as the actual telnet screen. As a result of using the implemented learning system in the class for students, it is possible to practice the Linux programming language online, as well as the instructor can directly check and guide all the learners, so the learner's satisfaction is similar to that of the offline class was confirmed.