• Journal of Engineering Education Research
• /
• v.25 no.5
• /
• pp.94-103
• /
• 2022

In this study, we examined the cases of online video classes conducted under the COVID-19 situation for 46 first-year students majoring in electrical engineering at a 3-year college in Gyeongnam. The research was carried out according to the course development process so that classes could be conducted efficiently, focusing on electromagnetism(1) course in the second semester of the first year. The online class consisted of uploading PPT recorded videos and lecture materials to the LMS and giving assignments. The contents of the study were in the scope of examining learners' perceptions through online learning contents, assignment submission, mutual feedback between instructors and learners, university-level lecture evaluation, and free opinions on online video-based electromagnetism(1) classes. As a result of the study, it was confirmed that online lecture review and problem-solving are particularly important for understanding lecture materials, and also given the nature of engineering subjects that require plenty of mathematical expressions, the detailed and immediate feedback provided by instructor enhances learners' class satisfaction and understanding. Based on these, the direction of online classes to be developed after the COVID-19 pandemic and teaching and learning methods suitable for the characteristics of subjects were discussed.

• Journal of Korean Home Economics Education Association
• /
• v.30 no.2
• /
• pp.137-147
• /
• 2018

The purpose of this study was to develop and examine the effects of flipped learning in ancient Mesopotamian costume history. The flipped learning class was designed to three steps(pre-class, in-class, after-class). Pre-class: Students learned the socio-cultural background of Mesopotamia by watching videos online and Mesopotamian costume with PPT. In-class: Students were evaluated for their prior learning through the quiz. After the quiz, the instructor had a supplementary mini-lecture. Then the advanced learning was progressed with the team project(Mesopotamian costume analysis) by online Louvre Museum. Students made a team presentation and the instructor provided feedback. After-class: The effectiveness of flipped learning was measured based on the students' self-reflective journals and class awareness surveys. As the results, students actively participated in flipped learning and the class was rated appropriate. Students were satisfied with the overall quality of the flipped learning class. The Effect of Flip Learning Classes in reflective journals were shown as 'related flipped learning style,' 'related online Louvre museum project,' 'understanding of cooperative learning,' and 'contents of the class'. In conclusion, the flipped learning applied to Mesopotamian costume history was positive as a learner-centered education.

• 대한공업교육학회지
• /
• v.31 no.1
• /
• pp.170-184
• /
• 2006

The purpose of this paper is to examine student's perspective on java applets used in web-based online courseware. undergraduate The subject of study was 94 undergraduates and web-based online courseware for the study was made. A suvey was conducted using a questionnaire form right after the semester was over. The results of this study were as follows; 1. 61.7% of the students answered that java applets used in the web-based courseware was very interesting. 2. For the reason why the students had the feeling of liking on the java applets, 33％ of the students checked the item "due to the java applets' characteristics of repetition", and 30.9％ of the students checked the item "due to the concrete and dynamic explanation on the contents". 3. The majority of the students answered that the java applets helped their learning(71.3％), induced their academic motivation(67％), and felt interactivity while learning(73.4％). 4. 81.9% of the students felt that java applets was necessary and essential contents in the industrial education web-based online courseware.

• International Journal of Computer Science & Network Security
• /
• v.22 no.8
• /
• pp.153-162
• /
• 2022

Relevance. Innovative activities in education should be aimed at ensuring the comprehensive development of the individual and professional development of students. The main idea of modular technology is that the student should learn by himself, and the teacher manages his learning activities. The advantage of modular technology is the ability of the teacher to design the study of the material in the most interesting and accessible forms for this part of the study group and at the same time achieve the best learning results. Innovative Moodle technology. it is gaining popularity every day, significantly expanding the space of teaching and learning, allowing students to study inter-faculty university programs in depth. The purpose of this study is to assess the quality of implementation of the e-learning system Moodle. The study was conducted at the South Ukrainian National Pedagogical University named after K. D. Ushinsky in order to identify barriers to the effective implementation of innovative distance learning technologies Moodle and introduce a new model that will have a positive impact on the development of e-learning. Methodology. The paper used a combination of theoretical and empirical research methods. These include: scientific analysis of sources on this issue, which allowed us to formulate the initial provisions of the study; analysis of the results of students 'educational activities; pedagogical experiment; questionnaires; monitoring of students' activities in practical classes. Results. This article evaluates the implementation of the principles of distance learning in the process of teaching and learning at the University in terms of quality. The experiment involved 1,250 students studying at the South Ukrainian National Pedagogical University named after K. D. Ushinsky. The survey helped to identify the main barriers to the effective implementation of modern distance learning technologies in the educational process of the University: the lack of readiness of teachers and parents, the lack of necessary skills in applying computer systems of online learning, the inability to interact with the teaching staff and teachers, the lack of a sufficient number of academic consultants online. In addition, internal problems are investigated: limited resources, unevenly distributed marketing advantages, inappropriate administrative structure, and lack of innovative physical capabilities. The article allows us to solve these problems by gradually implementing a distance learning model that is suitable for any university, regardless of its specialization. The Moodle-based e-learning system proposed in this paper was designed to eliminate the identified barriers. Models for implementing distance learning in the learning process were built according to the CAPDM methodology, which helps universities and other educational service providers develop and manage world-class online distance learning programs. Prospects for further research focus on evaluating students' knowledge and abilities over the next six months after the introduction of the proposed Moodle-based program.

• Journal of Korea Entertainment Industry Association
• /
• v.14 no.8
• /
• pp.467-476
• /
• 2020

The purpose of this study is as a base study for improving the quality of online classes through multilateral analysis that examines the learning outcoms of educational quality and learning emotions on non-face-to-face online classes at Technical Colleges To this study, from March 1, 2020 to August 31, 2020, a survey was conducted on 1,000 students of H Technical Colleges located in the metropolitan area. The collected data were statistically processed using the SPSS Statistics 18.0 program, t-validation were performed to reveal awareness of online class also correlation analysis and multiple regression analysis were performed to reveal the relation and influence of factors related to quality of instruction, learning emotions, learning outcomes. First, there was a statistically significant difference in perception of online classes by gender and grade. Second, there was a positive correlation between the educational quality, learning emotions, and learning outcomes for online classes. Third, among the learning outcomes, the factors that influence the achievement were the educational content and positive emotions, and the factors that influence the satisfaction among the learning outcomes were the educational content and the learning environment.

• Journal of Industrial Convergence
• /
• v.20 no.11
• /
• pp.41-47
• /
• 2022

This study explored the academic emotions of university freshmen depending on the type of online class(pre-recorded lecture vs. real time online class) that they took during the COVID-19 lockdown. 170 freshmen participated in the survey based on the 'Academic Emotion Questionnaire(AEQ)', and the statistical results are as follows; Firstly, research showed that the participants felt higher positive emotions for pre-recorded lecture than for real time online class, and higher negative emotions for real time online class than for pre-recorded lecture(p < .01). Secondly, participants felt different emotions depending on English level(p < .01). Thirdly, participants felt different emotions depending on their majors(p < .01). Students majoring in science & engineering felt higher positive emotions than those in humanities & social studies in pre-recorded lecture class. Fourthly, participants felt different emotions depending on gender(p < .01). Female students felt higher negative emotions than male students. Finally, the pedagogical implications and suggestions were discussed.

• The Journal of the Convergence on Culture Technology
• /
• v.6 no.3
• /
• pp.225-231
• /
• 2020

This study aims to examine the efficacy of online lectures conducted by most universities in 2020 in response to the Covid-19 crisis. Furthermore, this study analyzes students' opinions regarding online lectures, thereby assessing the possible direction that future online lectures could take. This study's results indicate that online lectures can have a positive effect on learners' reading comprehension. Also, student satisfaction with online lectures was found to be quite high. Among the reasons students cited for favoring the online format were: (1) the fun presentation of class information; (2) the diversity of subjects covered; and (3) the ease of using the Internet. Among the improvements made for enhancing online lectures were technical enhancements (such as fixing attendance check authentication errors) and stabilizing the playback of lecture videos. By way of concluding, this study claims that professors who are familiar with giving lectures in person should come to recognize that online lectures are not simply another option, but are essential for the future. As such, the academic community must focus on developing online content as a way to further higher education's development in meeting the academic demands of both the present and the future.

• Journal of the Korean School Mathematics Society
• /
• v.22 no.4
• /
• pp.395-413
• /
• 2019

The purpose of this study was to find out how Blended e-Learning affected the teaching and learning of engineering mathematics for engineering students. It has researched the application condition of Blended e-Learning and the students' attitude in the offline classes of students. The subject were 42 students of Junior in the Department of Mechanic Engineering in M-University participated in the study. The lecturer taught the class for the students by fact-to-face teaching at the offline. It was recorded all processes during the class, and the video was loaded at the Learning Management System(LMS). The students studied online by themselves. This study investigated the attitude of students at the offline and the Utilization of Online Data by learners through the mixed class for one semester. The results were as follows. First, Blended e-Learning applied engineering mathematics affected positively for the self-regulated and individualized learning to the students. Second, Blended e-Learning has shown a positive impact on the teaching and learning of engineering mathematics. Finally, it also had a positive effect on the class satisfaction level of students.

• Informatization Policy
• /
• v.20 no.4
• /
• pp.51-70
• /
• 2013

The flaming which is defined as posting deliberately hostile messages online has been perceived as one of the most dangerous behaviors on the Internet. Although the previous research on flaming focused on finding the effects of anonymity and individual differences, more comprehensive explanation is still needed. This research attempted to find social variables which affect the attitude toward and the act of flaming based on the differences between high school and college students. Findings show that both high school and college students are strongly influenced by their affiliated groups in the intention to commit online flaming and past experiences of the number of the acts of flaming. At the same time, vicarious learning was positively associated with high school students, but direct utterance was positively associated with college students. The implications of the study was also discussed.

• Fashion & Textile Research Journal
• /
• v.18 no.6
• /
• pp.766-775
• /
• 2016

In the era of globalization and unlimited competition, Korean universities need a breakthrough in their education system according to the changing education landscape, such as lower graduation requirements to cultivate more multi-talented convergence leaders. While each student has different learning capabilities, which results in different performance and achievements in the same class, the uniform education that most universities are currently offering fails to accommodate such differences. Blended learning, synergically combining offline and online classes, enlarges learning space and enriches learning experiences through diversified tools and materials, including multimedia. Recently, universities are increasingly adopting video contents and on-offline convergence learning strategy. Thus, this study suggests a teaching method based on blended learning to more effectively teach existing pattern CAD and virtual CAD in the Apparel Pattern CAD class. To this end, this researcher developed a teaching-learning method and curriculum according to the blended learning phase and video-based contents. The curriculum consisted of 2D CAD (SuperAlpha: Plus) and 3D CAD (CLO) software learning for 15 weeks. Then, it was loaded to the Learning Management System (LMS) and operated for 15 weeks both online and offline. The performance analysis of LMS usage found that class materials, among online postings, were viewed the most. The discussion menu most accurately depicted students' participation, and students who did not participate in discussions were estimated to check postings less than participating students. A survey on the blended learning found that students prefer digital or more digitized classes, while preferring face to face for Q&As.