Earticle

초록

영어

Canonical correlation between level-wise teaching-learning effects and the preference of the components of the cyber lecture are investigated and analyzed. Overall and medium level teaching-learning effects have a close interrelationship with components of cyber lecture implementing step-by-step learning, interactive learning, and repeated learning. Also, high level teaching-learning effects are correlated with components of cyber lecture implementing self-regulated study. Using canonical scores in level-wise teaching-learning effects, it is known that females have a higher overall and medium level teaching-learning effect than males and students of the college of Natural Sciences and Engineering have a higher overall and medium level teaching-learning effect than students in other colleges. Students of the college of Natural Sciences and Engineering have a higher preference than students of other colleges on components of cyber lectures associated with step-by-step learning, interactive learning, and repeated learning.

목차

Abstract
 1. Introduction
 2. Canonical Correlation Analysis
  2.1. Data Collection
  2.2. Correlation Analysis
  2.3. Canonical Correlation Analysis
 3. Analysis of Canonical Variables
  3.1. Analysis of Canonical Variables in Teaching-learning Effects
  3.2. Analysis of Canonical Variables in Components of Cyber Lecture
 4. Conclusions
 Acknowledgments
 References

키워드

저자

• Jong-seok Um [ Department of Multimedia Engineering, Hansung University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  International Journal of Software Engineering and Its Applications

• 간기

  월간

• pISSN

  1738-9984

• 수록기간

  2008~2016

• 등재여부

  SCOPUS

• 십진분류

  KDC 505 DDC 605