• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.187-192
• /
• 2021

The purpose of this study is a method to discover problems and improve them by analyzing the status of software education of A primary school conducted by online class. The coronavirus infection-19(COVID-19) pandemic, which began in early 2020, has continued to delay the start of the new semester. Finally, on April 9, 2020, the first semester began with online class. While progressing non-face to face online class, most students said they had difficulties. Students solved difficulties in class with Internet searches or program hints, not teachers. In the post-class self-evaluation, most students answered that there was no increase in coding skills. To solve this problem, the school rents additional smart devices to student. schools should have real-time interactive classes. After covid 19, online class became a paradigm for classes. Therefore, software education will also require research and development of curriculum and teaching learning methods suitable for online classes.

• The Journal of the Convergence on Culture Technology
• /
• v.9 no.3
• /
• pp.471-480
• /
• 2023

The purpose of this study is to confirm the effect of recording online classes and real-time video classes on other behaviors, lecture satisfaction, and lecture flow in during the COVID-19 period. Data were collected and analysis using a structured questionnaire from May 20th to June 4th in 2021 for 550 nursing students in the D University. As a result of the study, it was found that there were more others behaviors in record online classes than in real-time online classes (t=-2.00, p=.046), lecture satisfaction(t=-1.54, p=.124) and lecture flow in real-time online classes it was higher in the record online classes (t=-.63, p=.529), but it was not statistically significant. However, the 2nd year students who participated in the two types of online classes showed statistically significantly higher lecture satisfaction (t=13.55, p=.000) and lecture flow(t=4.48, p=.004). And 4 th grade students of others behaviors was statistically significantly lower (t=4.68, p=.003). In the multiple regression analysis, the main factor affecting lecture flow was lecture satisfaction, and the explanatory power of the model was 55.1% in record online classes (F=128.49, p <.01), and in real-time classes 47.2%(F=77.24, p<.01). In the future, research should be conducted to confirm the difference between the two types of online classes of the same instructor and the difference in other things, lecture satisfaction, and class commitment that appear after applying learner-centered learning.

• Journal of Korean Physical Therapy Science
• /
• v.28 no.3
• /
• pp.1-10
• /
• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

• Proceedings of the Korean Institute of Building Construction Conference
• /
• 2023.05a
• /
• pp.351-352
• /
• 2023

In order to respond to changes in the industrial environment such as the 4th industrial revolution, university education also needs active educational innovation efforts. This study proposed a construction construction hybrid curriculum that can actively utilize online education in the direction of educational innovation in domestic universities. The hybrid curriculum was based on online learning through lecture videos used in team-based learning. The hybrid curriculum additionally allows learners to choose their learning methods. In a hybrid class, learners can choose the class participation method they want from offline classroom or online real-time. Hybrid classes are considered to strengthen learners' options and take a step forward in learner-centered education.

• Journal of the Korea Convergence Society
• /
• v.11 no.12
• /
• pp.105-112
• /
• 2020

This study categorized the developments of advanced online education in Korea, which have achieved rapid growth for past 20 years, and analyzed the characteristics of each stage. Starting from the introduction stage, which focused on video content and basic LMS, it went through a growth stage in which the transition from lifelong to advanced education institute, and the first online graduate program accreditation were achieved. In the maturity stage, the expansion of online graduate programs led to the spread of online real-time classes and seminars, and the introduction and proliferation of smart-phone also paved the way for smart learning. However, as the non-face-to-face teaching method was suddenly implemented as a whole due to the COVID-19 pandemic, online education has rapidly developed and also faced various problems to improve the quality of education. By analyzing and reviewing the trend, this study discussed the problems facing the current revolutionary period and what needs to be solved for future development.

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

• Journal of Industrial Convergence
• /
• v.19 no.6
• /
• pp.59-66
• /
• 2021

Globally, the prolonged pandemic of COVID-19 (COVID-19) has had a great impact on all industries. In particular, in the field of education, online classes (non-face-to-face) had some negative perceptions of online classes, such as lack of preparation for learning and student dissatisfaction with the class. According to the current situation survey in 2020, non-face-to-face classes accounted for about 56% of the class, and streaming real-time classes and video content-based classes accounted for most of the class. This study empirically analyzes the problems to be solved by online classes through the 2020-2021 survey (software application practical class university students), and explains the detailed program and development plan (implementation result). This study intends to contribute to the development of online learning development of each educational institution after the end of the corona crisis.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.7
• /
• pp.249-254
• /
• 2019

The concept of 'Edu-Tech', which is rapidly reorganized around e-Learning, has been spreading along with the development of intelligent information technology according to the fourth industrial revolution such as Artificial Intelligence (AI), Internet of Things (IoT), BigData. Currently, leading companies are conducting online education services, but real-time two-way communication is difficult. In addition, in the case of off-line class, there are many students, and not only the time is limited, but also they often miss the opportunities to ask questions. In order to solve these problems, this paper develops a real - time interactive question and answer management system that can freely questions both on - line and off - line by combining the benefits of offline instant answers and the advantages of online openness. The developed system is a real-time personalized education system that enables the respondent to check the situation of the questioner in real time and provide a customized answer according to the inquirer's request. In addition, by measuring and managing the system usage time in seconds, the questioner and the respondent can efficiently utilize the system.

• The Journal of the Korea institute of electronic communication sciences
• /
• v.19 no.1
• /
• pp.225-232
• /
• 2024

The Asynchronous indivisual learning offer advantages such as allowing learners to study at their preferred times without spatial constraints. However, since these classes are not conducted in real-time, there are limitations in conveying learners' feedback on problematic or inadequately explained course content to the instructors. This paper proposed a system for relaying feedback information from learners who view course content to the instructors. Learners can investigate the reasons for pausing online recorded class content, and they can transmit these pause reasons along with the time information of the paused content to the instructors. Instructors receive feedback information and pause times of learners' online recorded class videos in graphical form, making it easier to identify areas with numerous issues in the course content at a glance. Instructors can incorporate this feedback to re-upload the content, resulting in higher-quality course materials, which, in turn, can enhance learners' academic achievements.

• Journal of The Korean Association of Information Education
• /
• v.25 no.3
• /
• pp.571-578
• /
• 2021

This study compares Online SW-based maker education in terms of self-efficacy, learning motivation, and interest after applying differently according to blended learning strategies. First, a SW maker program for blended learning was developed and applied as a live seminar-type class including real-time interactive and a support-providing class consisting of online content and Q&A. As a result of comparing the differences between students according to the two strategies divided into pre- and post- survey, in the self-efficacy part, there was a significant difference in the positive efficacy and the overall part, and in the learning motivation part, the live seminar form was significantly higher in the confidence part. In the interest part, the support-providing form showed a significantly higher average in the instrumental interest and nervous part. In order to maintain the effect of maker activities like existing face-to-face situations in Online learning, it is necessary to increase sharing time between students, an integrated learning environment, and sufficient provision of exploration time and learning materials.