• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.71-87
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• 2011

In this study, we investigate the individual-, parents-, and family-related variables affecting the internet overuse of adolescents by the gender, school grades and school systems, which is based on surveys of 480 students in the middle and high school, employing multiple regression analysis. Major findings are as follows. 1. In the case of male students, internet use was higher when the students are playing online games more often, when the students are under stress, or when they have lower self control. In the case of female students, internet use was higher when the students are playing online games more often or when the students are visiting pornographic sites more often. 2. In the case of middle school students, internet use was higher when the students play online games more often, when they use file downloads more often, when they have lower self control, or when they have parents who are setting lesser rules on the students' internet use. In the case of high school students, internet use was higher when they play online games more often, when they engage in internet club activities more actively, when they have lower self control, when they use e-mails less frequently, when they have fathers with better internet ability, or when they are under parents' strict control. 3. In the case of academic high school students, internet use was higher when they play online games more often, when they engage in internet club activities more actively, when they visit pornographic sites more often, when they have lower self control, when they have mothers with poor internet ability, when they use e-mails less frequently, or when they have fewer number of close friends. In the cases of vocational high school students, internet use was higher when they play online games more often, when they are under more stress, when they get better grades, when they have fathers with better internet ability, when they are under parents' strict control, or when they have lower self control.

• School Mathematics
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• v.5 no.1
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• pp.77-95
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• 2003

We have web-based online discussion to implement active interaction and a variety of communicative activities. I have gathered the following research questions to study about the meaning of web-based online discussion as a mathematical communication teaching method. First, what changes are there in students mathematical communication ability in web-based online discussion\ulcorner Second, how do students evaluate the web-based online discussion experience\ulcorner In this web-based online discussion, groups of middle school first grade 34 students and each group had chatting at 8 times for 10 weeks. I analyzed what they had discussed by the prints that they had sent me by e-mail. I also surveyed what they had experienced and analyzed them. In this research, the online web based discussion has given positive influence on students' competence of speaking, writing, reading and listening which are crucial to mathematical communication. Students' mathematic thinking power improved and attitudes to mathematics have become more positive.

• Journal of Korean Academy of Nursing
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• v.37 no.4
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• pp.540-548
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• 2007

Purpose: The purpose of this study was to develop online aging and health management education for undergraduate students and to evaluate its effects analyzing the differences in knowledge and attitude toward aging and the elderly. Method: An Online aging and health management education program was established through analysis, planning, content framing and production, program application, and evaluation stages. The study sample consisted of 98 undergraduate students in one university in D city. The instruments used were FAQ I for knowledge of aging and a 20 item semantic differential scale for attitude toward aging and the elderly Results: The results of this study were as follows. First, undergraduate students' knowledge level was low and attitudes were negative at the baseline. Second, after the class, knowledge scores improved significantly from 14.44 to 20.12. In addition, the attitudes toward elderly and aging changed from negative to a more positive way showing a 23.57 point difference. Conclusion: This study shows that the online aging and health management education program was an effective educational method to improve knowledge and attitude of aging for the young generation such as college students.

• Human Ecology Research
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• v.56 no.6
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• pp.619-626
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• 2018

This study investigated the impact of the amount of time online on cyberbullying perpetration of middle school students as well as examined if the justice sensitivity (victim sensitivity and penetrator sensitivity) moderated the relationship between the amount of time online and cyberbullying perpetration. The participants in this study were 236 students (120 boys and 116 girls) from two middle schools located in Seoul and Incheon. The levels of cyberbullying perpetration and justice sensitivity were measured by scales developed by Campfield (2008) and Schmitt et al. (2010), respectively. The participants were also asked to report on how much time they spent online a day. The data were analyzed via descriptive statistics, hierarchical regression, and procedures mentioned by Baron and Kenny (1986). The results revealed that the more the students used the Internet, the more likely they were to become a cyberbullying perpetrator. However, such a tendency was observed only for the students who had a higher level of victim sensitivity, and not for those with a lower level of victim sensitivity. This suggested that victim sensitivity moderated the effect of the amount of time spent on the Internet on cyberbullying perpetration; but, penetrator sensitivity had no moderating effect.

• Journal of the Korea Convergence Society
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• v.12 no.3
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• pp.401-408
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• 2021

The purpose of this study was to identify the effects of online communication courses using role-play and group activities on the communication competence, self-efficacy and relationship competence of nursing students. The research design was a one-group pretest-posttest quasi-experimental study, and a total of 13 communication classes for 100 minutes each were conducted for first-year nursing students from September to December 2020. Communication competence, self-efficacy, and relationship competence of nursing students had improved significantly after online classes. According to the results of this study, it was possible to confirm the effects of classes in communication subjects applying various teaching methods to nursing students through online education platforms.

• Educational Technology International
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• v.19 no.1
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• Korean Medical Education Review
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• v.23 no.2
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• pp.118-127
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• 2021

Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.

• Educational Technology International
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• v.15 no.2
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• pp.71-88
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• 2014

A variety of studies to predict students' performance have been conducted since educational data such as web-log files traced from Learning Management System (LMS) are increasingly used to analyze students' learning behaviors. However, it is still challenging to predict students' learning achievement in blended learning environment where online and offline learning are combined. In higher education, diverse cases of blended learning can be formed from simple use of LMS for administrative purposes to full usages of functions in LMS for online distance learning class. As a result, a generalized model to predict students' academic success does not fulfill diverse cases of blended learning. This study compares two blended learning classes with each prediction model. The first blended class which involves online discussion-based learning revealed a linear regression model, which explained 70% of the variance in total score through six variables including total log-in time, log-in frequencies, log-in regularities, visits on boards, visits on repositories, and the number of postings. However, the second case, a lecture-based class providing regular basis online lecture notes in Moodle show weaker results from the same linear regression model mainly due to non-linearity of variables. To investigate the non-linear relations between online activities and total score, RF (Random Forest) was utilized. The results indicate that there are different set of important variables for the two distinctive types of blended learning cases. Results suggest that the prediction models and data-mining technique should be based on the considerations of diverse pedagogical characteristics of blended learning classes.

• Journal of radiological science and technology
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• v.45 no.6
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• pp.531-541
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• 2022

This study surveyed 233 students who experienced non-face-to-face and face-to-face classes in "86 first-year, 76 second-year, and 71 third-year students" enrolled in the radiology department of universities in the Seoul metropolitan area. The main question of questionnaire consisted of a total of 14 questions, including online lectures and face-to-face lectures, use of electronic devices during classes, students' thoughts on flipped learning methods, and finally, whether it was helpful for students who were unable to participate in face-to-face classes due to COVID-19 to take classes online. The responses were composed optional to select the content of the questionnaire and descriptive to obtain open thinking from students. Comparing the significance level of responses of second and third graders based on the first graders, p>0.05 for second graders and p<0.05 for third graders, showing a significant difference in satisfaction with third graders who were greatly damaged by COVID-19 and freshmen. In conclusion, even in a situation where face-to-face lectures can be conducted, it is considered beneficial for students to conduct online lectures and face-to-face lectures according to the method of the major subject.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.9
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• pp.229-237
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• 2020

This study attempted to share the results of real-time online tests in online classes conducted by 33 students in the 4th grade of the department of nursing, K University, and to suggest ways to secure fairness in real-time online tests. Real-time online testing in this study utilized zoom cloud meetings. Students were invited to participate in the meeting at the same time with a desktop or laptop, including a mobile phone, and the instructor displayed a single question in real time on the screen and collected answers using private talk. Through this method, students' monitor screen, keyboard, mouse, and posture were monitored and controlled. As a result of the survey on the real-time online test, 93.8% of students answered that they were fair and satisfied overall, and 90.6% said they were willing to recommend the online test to others. In the upcoming future, remote lectures and online tests will become more active, so efforts should be made to gradually expand to other tests by developing a fairer, more systematic and easy-to-use online testing method.