Earticle

Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence.

Purpose: The study was a qualitative study to examine the synchronous and asynchronous distanced learning experience of online paramedic students during the COVID-19 pandemic. Methods: The subjects included 10 students enrolled in the department of emergency medical service at J City C University. Written consent was provided by the subjects prior to the study, and focus group interviews were then conducted with sufficient explanation. The interviews were recorded and were directly transcribed immediately after the interview. Research results were then derived through content analysis. Results: A total of 4 domains and 9 categories were derived from the experiences of paramedic students on distanced learning. The 4 domains included “distanced lectures type,” “student’s adaptation and non-adaptation,” “change of evaluation,” and “learning anxiety.” Conclusion: Contents of each domain derived from this study are expected to be used as basic data for the design of the distanced learning in the future.

IT의 급격한 발전과 더불어 소셜미디어가 많은 사용자들에게 보급되었으며, 교육적 활용가능성에 대한 논의도 지속적으로 확장되고 있다. 학습의 관점에서 소셜미디어는 학습공동체를 형성하여 집단지성을 발현하는데 기여할 수 있는 도구로 평가받는다. 본 연구에서는 대학 이러닝 환경에서 학습자들이 실시간 소셜미디어와 비실시간 소셜미디어를 활용하 는 양태를 비교분석하였다. 내용분석 결과 소셜미디어의 활용유형은 크게 ‘학습내용’, ‘학습지원’, ‘형용적 표현’, ‘잡담’으로 나뉘어졌다. 실시간과 비실시간 소셜미디어 활용결과는 학습내용, 형용적 표현, 잡담 요인에서 통계적으로 유의미하게 실시간 소셜미디어의 활용성이 높은 것으로 나타났다. 질적 인터뷰에서는 학습자들이 실시간 및 소셜미디어의 특징에 대한 다양한 의견을 제시하였다. 결론적으로, 학습자들은 대체적으로 실시간 소셜미디어를 선호하는 경향이 있었으 며, 비실시간 소셜미디어는 숙고와 정리를 위해 체계적으로 활용되었다. 마지막으로 디지털 및 소셜미디어 세대에 대응하 는 교육적 지원방안이 제언으로 논의되었다.

As information technology has been developed in a rapid way, a lot of users get to be familiar with social media. Accordingly, the possibility of social media for educational use has increased. From the view point of learning, social media help learners make communities of practice that can lead to collective intelligence. In this study, two different types of social media, synchronous and asynchronous, were compared in terms of usage patterns in the e-learning settings of college level. Content analysis has figured out four factors: learning content, tasks and assignments, emotional communications, and chatting. There found to be a statistical differences in the postings in all of the factors except tasks and assignments. In the qualitative interviews, the participants told various usage patterns of synchronous and asynchronous social media. In sum, the learners generally preferred synchronous social media. Rather, asynchronous social media were mainly used for deep thinking and summarizing. Last, suggestions were made to improve educational environments for the learners in the digital and social media age.

정부는 감염병 사태를 극복하고 이로 인한 학습공백을 메우기 위해 다양한 정책적 제언과 관련 법령을 정비하는 등 원격수업 혁신 의지를 내비쳤다. 이러한 흐름에 발맞추고자 이 연구는 원격수업의 유형을 구분하고, 대학 학습자를 대상으로 원격수업의 유형에 따라 어떠한 차이가있는지 규명하였다. 이를 위해 서울 소재 K대학교 569명의 학습자 대상으로 설문을 실시하였으며, 수집된 결과는 빈도분석, 신뢰도 및 타당도 검증, 검정, 다중 회귀분석 등으로 통계분석 처리되어 다음과 같은 결론과 시사점이 도출되었다. 첫째, 동시적 원격수업의 학습지속의향을 촉진시키는 요인으로 지각된 유용성이 도출되었다. 따라서 해당수업에 대한 적절한 교수전략 탐색, 안정적인 인프라 구축과 같은 다양한 전략을 안배하여 학습자의 인식을 개선시켜 주어야 할 필요가 있다. 둘째, 비동시적 원격수업의 학습지속의향을 촉진시키는 요인으로 지각된 유용성, 사회실재감, 시스템품질이 도출되었다. 그러므로 해당 수업에 대한 유용성 인식개선뿐만 아니라, 원만한 상호작용과 적시 피드백, 강의 품질관리가 수반되어야 학습자의 학습지속의향이 촉진될 것이다.

This study has explored the facilitating factors affecting the learning persistence of university students and divided Emergency Remote Teaching(ERT) into two types based on its policies. The conclusions are as follows：First, perceived usefulness was the facilitating factor affecting learning persistence in Synchronous ERT. Therefore, learning persistence would improve by establishing various strategies such as exploring appropriate teaching strategies and building a stable infrastructure. Second, it was perceived usefulness, social presence, and system quality that were the facilitating factors affectng learning persistence in Asynchronous ERT. Thus, learn­ing persistence would increase accompanied by immediate feedback, more active interacton, and so on.

본 논문은 상용 동기식 FPGA상에서 비동기식 회로를 구성하기 위한 설계 방법과 절차를 제시하고, 제안한 설계방법을 사용하여 8비트 마이크로컨트롤러에 대한 프로토타이핑을 통하여 제안한 방법을 검증하였다. 일반적으로 상용 동기식 FPGA는 구조 및 용도에 있어서, 비동기식 회로를 구성하기에는 많은 어려움이 존재한다. 비동기식 회로를 구성하는 개별 소자는 내부에 부궤환이 존재함으로 인하여, 지연시간 조절, 회로의 합성 및 타이밍 조절 등에 대한 난점으로 상용 FPGA에서 구현이 어렵다. 본 논문에서는 비동기식 회로를 구현하기위한 FPGA 라이브러리를 설계하고, 이를 기반으로 8비트 마이크로 컨트롤러를 설계, 상용 FPGA에서 시험 하였다. 시험 결과 제작된 비동기식 마이크로컨트롤러는 행위수준 동작의 약 1/7 ~ 1/2의 속도인 수 MHz의 동작 속도를 나타내었다.

This paper presents the prototyping of asynchronous circuits using commercial synchronous FPGAs. Many obstacles exist in implementing asynchronous circuits on COTS FPGAs. One of most critical obstacles is the implementation of primitives, which form combinatorial feedback. The other obstacles are the control of delay and setting of correct initial value. To overcome obstacles, the asynchronous primitives for COTS FPGAs are developed by modifying the general primitives, which come from commercial asynchronous CAD. A simple asynchronous 8 bit microcontroller was implemented and tested on COTS FPGAs with the developed asynchronous primitives. The experimental results showed that the asynchronous microcontroller operates over a few MHz.

지금까지 대부분의 코칭은 대면 중심으로 이루어졌으나, 인터넷을 활용한 e-코칭으로 확장이 시도되고 있다. 현재 e-코칭은 대면 코칭을 위한 보조 역할을 수행하고 있다. 따라서 코치와 피코치 간의 수평적 관계에서 언제 어디서나 소통할 수 있는 e-코칭 시스템의 개발이 요구되고 있다. 기존의 e-코칭은 전자문서, 비디오 채팅, 문자 채팅, 전화 등의 네 가지 형태가 일반적이다. 대부분의 e-코칭 방식은 접근성이 용이하나, 비디오 채팅은 우수한 가시성을 제공하나 동기방식을 요구한다. 이에 반해 전자 메일은 비동기 방식이며, 문서 작성 중심이다. 본 논문에서는 동기와 비동기를 지원하는 통합 e-코칭 시스템을 설계하고 구현한다. 제안한 e-코칭 시스템은 비동기 방식의 전자 메일과 동기 방식의 P2P(Peer to Peer) 비디오 채팅과 그룹 문자 채팅을 지원한다. 이를 통해 비동기와 동시적인 방법을 함께 지원하여 개인 혹은 그룹 간의 규칙적, 비공식적 코칭이 가능할 수 있다.

Until now, face to face coaching has been applied almost for completing the goal in various field. Faceto face coaching is difficult always to reach each other anywhere, anytime due to the availability of internet andmobile devices. Recently, e-coaching is attempted to expend. But current e-coaching is supporting the secondaryrole for face to face coaching. E-coaching system has many benefits to use advancement technologies in internet. Therefore, the development of e-coaching system based on horizontal relationships between coach and coacheeneeds to communication anytime and anywhere in Internet. Usually previous online coaching systems have fourtypes of interactions i.e. electronic mail, video chat, text chat, phone call. Most of the e-coaching approaches areeasy to access and provide communication synchronous; video chat is an excellent visibility, whereas e-mail isasynchronous and document-centric. In this paper, we design and implement the integration e-coaching system basedon synchronous and asynchronous. This system provides the asynchronous coaching offered by way of e-mail, andthe synchronous coaching used P2P (Peer to Peer) video chat and text group chat. This system allowssimultaneously asynchronous and synchronous coaching, and supports individual and group communication forperiodical or informal coaching.

본 연구의 목적은 실시간-비실시간 온라인플랫폼을 통한 역량강화중심 대학영어 교수-학습 모형을 개발하는 것이다. 본 연구에서의 대학영어 교수-학습 모형은 의사소통, 자기주도성, 협동성 등의 역량증진을 위한 딕토글로스 활동을 다양한 온라인플랫폼 기능 활용을 고도화하여 효과적으로 적용하기 위한 것이다. 딕토글로스는 의사소통의 네 가지 기능(듣기, 말하기, 읽기, 쓰기)을 통합하여 사용하는 언어 교수-학습 활동이다. 본 연구에서의 대학영어 수업은 의사소통 중심 통합적 영어교육에 중점을 두고 있다. 그리고 본 연구에서의 교수-학습 모형은 구성주의 이론에 입각 한 온라인기반 영어통합 교수-학습 방법으로서, 각 단계별로 학습자와 교수자의 역할을 제시하였다.

The college English teaching-learning model in this study is intended to effectively apply dictogloss activities to enhance competencies such as communication, self-directedness, and cooperation by upgrading the utilization of various online platform functions. Dictogloss is a language teaching and learning activity that combines four functions (listening, speaking, reading, and writing) of communication. College English classes in this study focus on communication-oriented integrated English education. In this study, the teaching and learning is an online-based English integrated teaching-learning method based on constructivism theory. The model presented the roles of learners and teachers according to the seven procedures.

오늘날 단일 슈퍼컴퓨터로는 처리가 불가능한 거대한 문제들의 해법이 시도되고 있는데, 이들은 지리적으로 분산된 슈퍼컴퓨터, 데이터베이스, 과학장비 및 디스플레이 장치 등을 초고속 통신망으로 연결한 GRID 환경에서 효과적으로 실행시킬 수 있다. GRID는 1990년대 중반 과학 및 공학용 분산 컴퓨팅의 연구 과정에서 등장한 것으로, 점차 응용분야가 넓어지고 있다. 그러나 GRID 같은 분산 환경은 기존의 단일 병렬 시스템과는 많은 점에서 다르며 이전의 기술들을 그대로 적용하기에는 무리가 있다. 기존 병렬 시스템에서는 주로 동기 알고리즘(synchronous algorithm)이 사용되는데, 직렬 연산과 같은 결과를 얻기 위해 동기화(synchronization)가 필요하며, 부하 균형이 필수적이다. 그러나 부하 균형은 이질 클러스터(heterogeneous cluster)처럼 프로세서들의 성능이 서로 다르거나, 지리적으로 분산된 계산자원을 사용하는 GRID 환경에서는 이기종의 문제뿐 아니라 네트워크를 통한 메시지의 전송 지연 등으로 유휴시간이 길어질 수밖에 없다. 이처럼 동기화의 필요성에 의한 연산의 지연을 해결하는 하나의 방안으로 비동기 반복법(asynchronous iteration)이 나왔으며, 지금도 활발히 연구되고 있다. 이는 알고리즘의 동기점을 가능한 한 제거함으로써 빠른 프로세서의 유휴 시간을 줄이는 것이 목적이다. 즉 비동기 알고리즘에서는, 각 프로세서는 다른 프로세서로부터 갱신된 데이터가 올 때까지 기다리지 않고 계속 다음 작업을 수행해 나간다. 따라서 동시에 갱신된 데이터를 교환한 후 다음 단계로 진행하는 동기 알고리즘에 비해, 미처 갱신되지 않은 데이터를 사용하는 경우가 많으므로 전체적으로는 연산량 대비의 수렴 속도는 느릴 수 있다 그러나 각 프로세서는 거의 유휴 시간이 없이 연산을 수행하므로 wall clock time은 동기 알고리즘보다 적게 걸리며, 때로는 50%까지 빠른 결과도 보고되고 있다 그러나 현재까지의 연구는 모두 어떤 수렴조건을 만족하는 선형 시스템의 해법에 국한되어 있으며 비교적 구현하기 쉬운 공유 메모리 시스템에서의 연구만 보고되어 있다. 본 연구에서는 행렬의 주요 고유쌍을 구하는 데 있어 비동기 반복법의 적용 가능성을 타진하기 위해 우선 이론적으로 단순한 멱승법을 사용하여 실험하였고 그 결과 순수한 비동기 반복법은 수렴하기 어렵다는 결론을 얻었다 그리하여 동기 알고리즘에 비동기적 요소를 추가한 혼합 병렬 알고리즘을 제안하고, MPI(Message Passing Interface)를 사용하여 수원대학교의 Hydra cluster에서 구현하였다. 그 결과 특정 노드의 성능이 다른 것에 비해 현저하게 떨어질 때 전체적인 알고리즘의 수렴 속도가 떨어지는 것을 상당히 완화할 수 있음이 밝혀졌다.

The global information economy is transforming the way people connect with each other, learn new things, and contribute to the knowledge society. With the online platform, library services have also expanded beyond face to face interaction. Although studies of virtual reference services have been made in different parts of the world, a case study discussing various forms of online reference engagement in Kazakhstan has not been written. While most of the theories on connectivism emphasize the context of instruction, the researchers of this paper discussed the tenets as they relate to online engagement. Applying the theory of connectivism, this paper explores through a mixed method the use of various online platforms to enhance engagement connecting library users to information. Findings revealed that differences in patterns of interactions as to platforms, types of queries, and users reveal that students, faculty, and other members of the academic community served by the library have various preferences for communication. The case study further showed that respondents have not maximized the use of VLS but interest in using both synchronous and asynchronous services is clear. Finding connections between sources of information, creating useful information patterns, is essential in learning. Amplifying awareness on the use of VLS giving emphasis to the unique features of each service is useful in order to enable students to see how this platform facilitates learning.

Francis turbines are often operated over a wide load range due to high flexibility in electricity demand and penetration of other renewable energies. This has raised significant concerns about the existing designing criteria. Hydraulic turbines are not designed to withstand large dynamic pressure loadings on the stationary and rotating parts during such conditions. Previous investigations on transient operating conditions of turbine were mainly focused on the pressure fluctuations due to the rotor-stator interaction. This study characterizes the synchronous and asynchronous pressure and velocity fluctuations due to rotor-stator interaction and rotating vortex rope during load variation, i.e. best efficiency point to part load and vice versa. The measurements were performed on the Francis-99 test case. The repeatability of the measurements was estimated by providing similar movement to guide vanes twenty times for both load rejection and load acceptance operations. Synchronized two dimensional particle image velocimetry and pressure measurements were performed to investigate the dominant frequencies of fluctuations, vortex rope formation, and modes (rotating and plunging) of the rotating vortex rope. The time of appearance and disappearance of rotating and plunging modes of vortex rope was investigated simultaneously in the pressure and velocity data. The asynchronous mode was observed to dominate over the synchronous mode in both velocity and pressure measurements.

Entering the post-pandemic era, educators at universities across South Korea dealt with many restrictions and challenges transitioning back to face-to-face courses. To overcome these difficulties, some instructors used their experiences during emergency remote teaching to incorporate more blended learning activities. This study aimed to gain insight into low-level students’ perspectives toward participating in online synchronous and online asynchronous activities during an in-person EFL course in the first semester of 2022. A total of 83 students participated in this study by completing a series of surveys composed of a mix of Likert-scale and semi-structured qualitative questions. Data analysis combined descriptive statistical analysis with qualitative analysis based on the creation of themes and categories. Key findings are as follows: first, learners enjoyed both types of blended learning activities but preferred asynchronous discussion boards; second, low-level learners believe synchronous activities can help improve their listening skills, while asynchronous activities provide valuable chances to read and write; third, low-level students will accept an activity if they perceive it has value, and these learners have their own opinions of how to make the activities better. Specific comments and examples related to student perspectives and suggestions for the future use of blended learning activities are discussed.

The quasi-experimental study was designed to compare effects of two telecollaborative learning models, asynchro- nous (ATL) and synchronous telecollaboration learning (STL), on Korean elementary school students’ motivation, anxiety, and intercultural communi- cative competence (ICC). To evaluate the 27 participants’ motivation and anxiety level, a pre-test and a post-test were administered and the motivation level and the anxiety level were compared between the ATL and the STL group. On the completion of the project, to examine their ICC development, the participants were interviewed by the researcher with questions constructed based on five objectives of Byram’s intercultural competence. The results are as follows: (1) The two groups did not show any significant differences in increase their motivation level. However, when examining in more detail, the participants in ATL increased their instrumental motivation while those in STL increased their integrative motivation. (2) There was no significant difference in anxiety level between the two groups. At last, (3) regarding ICC development, the participants both in the ATL and in the STL greatly improved their knowledge, attitude, and skills, but ATL participants, compared to STL participants, demonstrated relatively limited changes in their critical cultural awareness. Implications to enhance elementary school students’ motivation and ICC by telecollaboration are suggested.

This article reports on a mixed method study that investigated the differences in Japanese EFL (English as a foreign language) learners’ satisfaction toward two different online teaching formats incorporated in universities during the COVID-19 situation: synchronous online courses (n = 324) and asynchronous on-demand courses (n = 323). Applying the items of the previously developed online satisfaction scale in the literature of online learning to EFL learning contexts, this study examined learner satisfaction from three main factors, engaged learning, agency, and assessment, as a quantitative inquiry. According to the Mann-Whitney U test, there were significantly higher results of engaged learning and assessment in synchronous online courses than in asynchronous ondemand courses, indicating a higher level of learner satisfaction in synchronous online courses. In addition, based on the qualitative textmining analysis of learner comments on their perceptions of the online courses they had taken, findings suggest that synchronous online courses accounted for higher percentages of positive comments compared to those in the asynchronous on-demand courses. This study shows that synchronous online teaching ensured higher satisfaction among Japanese EFL learners than asynchronous on-demand courses.

This paper investigates the impacts of array weight errors (AWE) in an antenna array (AA) on a parallel interference cancellation (PIC) receiver in uplink synchronous and asynchronous direct sequence code division multiple access (DS-CDMA) systems. The performance degradation due to an AWE, which is approximated by a Gaussian distributed random variable, is estimated as a function of the variance of the AWE. Theoretical analysis, confirmed by simulation, demonstrates the tradeoffs encountered between system parameters such as the number of antennas and the variance of the AWE in terms of the achievable average bit error rate and the user capacity. Numerical results show that the performance of the PIC with the AA in the DS-CDMA uplink is sensitive to the AWE. However, either a larger number of antennas or uplink synchronous transmissions have the potential of reducing the overall sensitivity, and thus improving its performance.

This paper includes new protection concepts and practices to avoid mechanical damage of three-phase transformer by asynchronous operation of synchronous generator. this failure is often caused just after synchronous generator was connected to the grid because of a malfunction of the controller or misconnections of the synchronous devices. The results of the studies on the analyzing the phenomenon of asynchronous operation experienced in Korea and rapidly detecting asynchronous state are descrived.

대부분의 병렬 알고리즘은 동기 알고리즘으로, 올바른 계산을 위해 작업을 일찍 끝낸 빠른 프로세서들은 동기점에서 느린 프로세서를 기다려야 하는데, 프로세서들의 성능이 다를 경우 연산 속도는 가장 느린 프로세서에 의해 결정된다. 본 논문에서는 거대 고유치 문제의 주요 고유쌍을 구하는 문제에 있어서 빠른 프로세서의 유휴 시간을 줄여 수렴 속도를 가속할 수 있는 동기/비동기 혼합 알고리즘을 고안하고 이를 MPMD 프로그래밍 방식을 사용하여 구현하였다.

Most of today's parallel numerical schemes use synchronous algorithms, where some processors that have finished their tasks earlier than others must wait at synchronization points for correct computation. Hence overall performance of the system is dependent upon the speed of the slowest processor. In this paper, we devise a synchronous/asynchronous hybrid algorithm to accelerate convergence of the solution for finding the dominant eigenpair of a large matrix, by reducing the idle times of faster processors using MPMD programming methodology.

본 연구는 예술학부 학생을 위해 실시간/ 비실시간 온라인 영어 수업을 이행한 후 학생들의 수업에 대한 만족감과 인식 및 효과를 비교한 실행연구이다. 코로나19의 위기상황에서 실시된 온라인 의사소통중심 예술영어, Art Communication, 수업에 2020년 1학기 32명의 학생(비실시간 온라인 그룹)이 참여하고 2학기에는 47명의 학생(실시간 온라인 그룹)이 참여하였다. 예술학부 학생들의 영어 의사소통능력 향상을 위하여 본 연구는 영어와 예술을 통합한 영어 학습 활동을 온라인 수업에 적용해 학생들의 학습에 대한 만족도, 인식 및 효과를 분석하여 효율적인 학습 방법을 찾고자 한 것이다. 분석방법으로 연구자가 수업을 설계하여 참여 관찰하고, 학기 말 설문지를 실시하였고 일부 학생은 Zoom 플랫폼으로 초대해 심층 면담을 시행하였다. 두 개의 다른 온라인 수업방법에 대한 예술학부 학생들의 인식과 만족도는 통계적으로 유의미한 차이를 보였다. 비실시간 온라인 수업에 참여한 학생들은 온라인 시스템의 용이성과 학습의 편리성에 만족하였으나 학습 참여는 수동적이었다. 반면에 Zoom 플랫폼을 활용한 실시간 온라인 수업에 참여한 학생들은 교수자-학생 간의 상호작용과 예술 관련 수업 활동에 상당히 만족하고 있다는 것을 보여주었다. 영어 의사소통능력 말하기의 향상은 실시간 온라인 수업에 참여한 학생들의 평균이 비실시간 온라인 수업 학생들보다 약간 높았다. 이러한 결과는 실시간 온라인 영어 의사소통중심 수업에 영어와 예술콘텐츠를 통합하는 활동을 적용해 보고자 하는 예술학부 영어 교수/학습 교육자들에게 교육적인 시사점을 제공할 수 있을 것이다.

This study is an action learning analysis on online E-language learning classes (Art communication) conducted at an arts college during the COVID-19 pandemic. The purpose of this study is to explore the effective art-related communicative language teaching method for art college students by assessing the students' satisfaction and perceptions of the two online E-language learning classes: an asynchronous class(32 students) and a synchronous class(46 students). Three methods were employed to collect the data: observation of the classes, a questionnaire, and interviews to analyze the impact of synchronous and asynchronous classes. The findings revealed that there was a statistically significant difference between the synchronous class and the asynchronous class in terms of online learning and English learning attitudes. The students in the asynchronous class were satisfied with the readiness of online learning while the students in the synchronous class were active participants in teacher-student interactions. The students of the synchronous class improved more speaking skills than those of the asynchronous class. The synchronous class was quite beneficial for arts college students with the scaffolding of the teacher’s presence in the cyber. Based on the findings, the educational implication of this study are discussed for those develop the English language curriculum in Arts colleges.

본 연구는 대학 글쓰기 온라인 수업의 수업 방식(실시간-비실시간)에 따른 교수 실재감을 확인하는 데 목적이 있다. 이를 위해 경남 창원 소재의 C대학교에 재학 중인 학생 중 교양 글쓰기 교과목을 수강한 283명의 자료를 수집하여 교수 실재감(수업의 체계적 실행, 의사소통 촉진, 교수적 콘텐츠, 학습촉진 및 점검, 교수자의 존재감)과 관련된 구조화된 설문지를 사용하여 분석을 하였다. 연구 결과 실시간 온라인 수업과 비실시간 온라인 수업의 교수 실재감은 매우 높게 나타났으며 두 군 간에 유의한 차이가 없었다. 하위 영역별로 살펴보면 다섯 개의 영역 중 의사소통 촉진 영역만 통계적으로 유의한 차이가 있었다. 본 연구는 대학 글쓰기 온라인 수업의 교수 실재감을 확인한 연구로서 글쓰기 온라인 수업의 경우, 수업 방식에 따라 학습자가 느끼는 교수 실재감에는 큰 차이가 없었음을 밝혔다는 것에 그 의의를 찾을 수 있다.

The aim is to examine the teaching presence of a university online writing class (synchronous-asynchronous). For this, I collected 283 students who took writing class out of enrolled students of the C university Changwon, Kyungnam province and analyzed the constructed survey questionnaires related to a teaching presence (systematic execution, facilitating a communication, educational contents, learning promotion and monitoring, teaching presence of teacher). A teaching presence in a synchronous online class and an asynchronous online class is really high, and there is no big difference between two groups. As Looking into the sub-categories, there is a statistically meaningful difference in the area of communication promotion. This study identified teaching presence in university online writing class and has a significance that there is no big difference in a teaching presence of students according to the way of teaching.

The purpose of the current study was to investigate the effects of applying synchronous and asynchronous Computer-Mediated Communication (CMC) in college English classes, and to find the effects of using e-mail and chatting in order to achieve English communicative skills. The 80 subjects were divided into experimental and control groups. The experimental group consisted of 37 students who used e-mail and chatting in CMC-applied learning, and the control group consisted of 43 students who studied using synchronous face-to-face learning. For sixteen weeks, each group completed task-based activities using CMC. As a result, the experimental group using the CMC-applied learning methods was more effective than the control group of subjects using the face-to-face learning method. First, compared to the face-to-face learning method, using the e-mail method was more effective for improving speaking. This method also made a difference in the subjects' total score. Second, using chatting had an effect not only on the total score but also on specific language skills such as speaking, writing, reading, and grammar. Third, using the chatting of the synchronous CMC method was generally more effective than using the e-mail learning method of the asynchronous CMC method. In particular, using chatting was more effective for improving English speaking, reading and writing skills than using the e-mail method. Conclusively, as a whole, a teaching method by applying CMC had more effects rather than a face-to-face teaching method, and teaching that applies chatting had more influence overall than a learning and teaching E-mail method.