• International Journal of Internet, Broadcasting and Communication
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• v.15 no.1
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• pp.8-12
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• 2023

With the recent expansion of online lectures, studies on their effectiveness and their influencing factors have increased. This study examines the factors affecting the satisfaction of online classes, considering the utilization and importance of online lectures, which have greatly increased in recent years. Based on the review of previous studies, this study identified learning presence, self-efficacy, and learning immersion as factors affecting the satisfaction of online classes, and suggested hypotheses that explain the relationship between these factors, and empirically reviewed the hypotheses. As a result of the study, it was found that learning presence and self-efficacy had a positive effect on learning immersion, and learning immersion had a positive effect on learning satisfaction. Based on the research results, some practical implications for improving the satisfaction of online classes were suggested.

• Journal of Digital Contents Society
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• v.11 no.3
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• pp.307-314
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• 2010

The demand for cyber education in Korea is constantly increasing and the need for research on online lecture on contents design that increases the learning effect is rising. In this research, the online lecture contents about the technical information type provided by Korea Cyber University was understood and we researched about the most preferred lecture type and the most effective lecture type in learning among the 1,173 students in Korea Cyber University who participated in this online survey. Also, we analyzed if the students' preference for the lecture type depended on their experience on that lecture type and we studied the students' claims postulated on the interface design of the lecture contents. The most preferred lecture type among students was e-Stream+flash and they answered that multi-media type lectures were the most effective lectures in learning. The majority of the students preferred lecture contents that they have experienced before and preferred the menu on the left side of the page in interface design. Not only the completeness, but the applications in design in lecture contents are also an important factor in online lectures. As the demand for cyber education in Korea is increasing, content design that can increase the academic performance should be further researched.

• Journal of Digital Convergence
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• v.19 no.9
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• pp.43-57
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• 2021

The purpose of this study is to find the relationship between Online Lecture System, Motivation for Use, ICT Utilization Ability, and Lectures Satisfaction as online lectures continue. For that, conducted survey of students at Woosong University, secured 330 valid samples, and conducted with analysis of actual proof with using SPSS 25.0. The results of the study confirmed that the system's Convenience, Simplicity, Security and Motivation for Use have significantly affected to Lecture Satisfaction, and also confirmed that ICT Utilization Ability, the variable of Moderating Effect, also has meaningful correlation between System Characteristics(Simplicity and Security) and Lecture Satisfaction. Therefore, the need for development and operation of additional education programs to improve ICT Utilization Ability as well as development of new online system are presented in order to enhance online Lecture Satisfaction of students. Lastly, various sample surveys and researches are seems to be needed in the future in order to increase the Lecture Satisfaction.

• Journal of Korean society of Dental Hygiene
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• v.20 no.5
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• pp.561-569
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• 2020

Objectives: The purpose of this study is to investigate the interaction and satisfaction of with web-based lectures. In addition, it seeks identify their correlations as well as the factors that influence satisfaction. Methods: The study subjects consisted of 139 college students taking up dental hygiene from Suncheon. ANOVA, correlation analysis, and regression analysis were used on the data collected. The Cronbach's alpha for interaction and satisfaction were 0.949 and 0.921, respectively. Results: The interaction recorded was moderate compared to face-to-face lectures. In particular, interaction between students was higher among 3rd grade students compared to those in the 1st grade (p=0.002). Satisfaction with the appropriateness of lecture content and duration was high, but relatively low in terms of the quality of the lecture and the desire to broaden its scope. In particular, satisfaction was higher among students in higher grade levels than their more junior counterparts (p<0.05). It was also found to be positively correlated with interaction (p<0.01). Their respective presence on the educational platform had the greatest impact on satisfaction (β=0.495, p<0.001). Conclusions: Increased interaction results in greater levels of satisfaction. Furthermore, an improvement in the quality of the lectures and the students' perception of them would enable lectures to be conducted more effectively in situations wherein face-to-face lectures cannot be done.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.141-146
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• 2022

In modern educational practices, the issue of dependence on the experience of using multimedia by students and the adoption of technologies in education, the perception of their benefits and effectiveness in blended learning is little covered. The purpose of the academic paper lies in assessing the audiovisual context of multimedia technologies, its acceptance by students in practice on the example of using video lectures in blended learning. The methodology is based on an online survey of 120 students of Ukrainian universities who have assessed the experience level in using video lectures, as well as the constructs as follows: Technology Characteristics, Fit, Perceived Usefulness, Perceived Ease of Use, Attitude, Intention to Use, Actual Use. The results show that the majority of students use video lectures to a certain extent in their training (20,8% have used technology to a certain extent, 49,2% have often used technology in training, 20% are regular users of technology). It has been revealed that most students agree with the relevance of video lectures, the accuracy of lectures, the brevity of lectures, the clarity of lectures, as well as the high quality of lecture videos. It has been estimated that 42,5% believe that lecture videos are an effective tool towards supporting students in hybrid learning. 26,7% of students consider video lectures to be appropriate technologies for online / hybrid courses. In general, 37,5% of respondents find video lectures useful; however, 35,0% do not agree with this statement. 83,3% of students have rated the high level of ease of access to video. In total, 95% of students find lecture videos easy to use. In general, positive attitude of students to video lectures has been revealed.

• International Journal of Contents
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• v.18 no.1
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• pp.85-97
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• 2022

Students' perceptions of generosity and fairness in lecture evaluation and grades, communication with professors, and self-fidelity and satisfaction during the COVID-19 situation were statistically analyzed by surveying students at M university in Daejeon. These data were analyzed in the context of parameters that might impact online class lecture evaluations, namely gender and school year. Descriptive analysis shows students' perceptions of online lectures are significantly high. As for differences by gender and school year, the t-test results indicate female students generally have better perceptions of online classes than male students. However, there is no statistical difference between male and female students regarding the generosity of lecture evaluation. Also, ANOVA test results show that as the school year increases, the general perceptions for online classes become negative. However, there is no statistical difference by school year regarding the generosity of lecture evaluation. Regression analysis shows that the "perceptual generosity of grades" most significantly influenced the "perceptual generosity of lecture evaluation."

• Journal of radiological science and technology
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• v.43 no.6
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• pp.511-518
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• 2020

In the pandemic situation due to corona 19, we examined the satisfactory level of students' between non-face-to-face and online classes in the first year of radiology. In the case of online non-face classes related to radiation majors, it is considered better to conduct real-time lectures than recorded lectures, which allows students to understand difficult radiation majors throughout real-time questions and answers, and at the same time allows them to sympathize with difficult subjects such as intimacy and bonds between students. As a result of the analysis of the answers to questionnaires, the coefficient of answer correlation between first and second grade students is P>0.05, and there is no answer correlation between grades, and it can be seen that the higher the grade, the higher the demand for face-to-face classes was.

• Journal of Digital Convergence
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• v.18 no.11
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• pp.539-545
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• 2020

This study was designed to find out the efficacy of college students' lecture participation in online real-time lectures conducted at university due to the Corona virus events. Participants in this study are 701 students attending the W University in the J region and participating in real-time online lectures. The tools of this study consisted of four factors: interaction, learning improvement, adaptation, and accessibility. The results of this study are as follows: First, accessibility is the highest efficacy among college students' real-time online lectures participation and interaction is the lowest. Second, the efficacy of real-time online lecture participation of university students differed according to gender, grade, major, and access devices. This study is meaningful in that it confirmed the applicability of real-time online teaching method due to corona virus and confirmed the applicability of real-time online teaching as a method to prepare for the arrival of full-scale distance education in the post-Corona era. Lastly, it was suggested that the online class management method and support for each college major reflect the changes of the times.

• Korean Medical Education Review
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• v.23 no.3
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• pp.168-175
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• 2021

To analyze medical professors' evaluation of their online education experiences in an attempt to support faculty members and indicate the future direction of medical education. Faculty members who taught online in the first semester of 2020 at Yonsei University College of Medicine in South Korea were surveyed. The results of the survey were analyzed in June 2020. There were 88 respondents (35.1% of 251): 59 professors (67.0%), 16 associate professors (18.2%), and 13 assistant professors (14.8%). Their specialties lay in basic medicine (25.0%), clinical medicine (65.9%), and research and special purposes (9.1%). Sixteen participants (18.2%) had previous experience in online lectures; 23 (26.1%) reported that preparation time for online lectures was the same as before; 65 (73.9%) reported that the preparation time had increased; 38 (43.2%) faced difficulties in preparation and lecturing online, and among them 16 (42.1%) indicated inadequate interaction with students; 11 (28.9%) needed extra preparation time; and 11 (28.9%) attributed their difficulties to technical issues with the online platform. Participants' satisfaction with online lectures was low (p<0.001). In the free response question on overall experience with online education, 38.3% mentioned the need for an instructional design that allows students to actively participate and interact with professors, 29.5% mentioned the need for the establishment of an information & communications technology system, and 17.0% mentioned the necessity of faculty development. To prepare for the current pandemic and more in the long term, an appropriate educational support system must be constructed, and a learner-centered instructional design that enables wider interactions and active learning is needed.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.643-652
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• 2020

Since the 21st century knowledge and information society 20 years ago, online education has been emphasized. Online courses at online universities or universities have been activated in developed countries. But to this day, online lectures have not been activated at education colleges and have been used as supplementary educational materials. Since February 2020, the company has been forced to provide online education due to external factors of the coronavirus. In this study, the results of the results of the first semester of 2020 by organizing the online lectures in the same way as the offline lectures for the 2019 prospective teachers are as follows. Online education can be seen as effective in terms of understanding the achievement criteria, in terms of developing teaching materials, in terms of evaluation data development and evaluation methods, and in terms of students' ability to provide software education.