Earticle

최근 교육 환경의 변화에 따라 각자의 생활공간에서 온라인으로 접속하여 교사 및 학습자 간 상호작용이 이루어지는 실시간 다대면 온라인 한국어 강의가 확산되고 있다. 본 연구는 이러한 강의를 수강한 학습자들을 대상으로 화상회의 플랫폼을 이용한 수업에서 느낀 매체 효능감, 실재감, 수강 만족도를 알아보고자 하였다. 매체 효능감과 실재감에 영향을 미치는 변인으로 수업에서의 모국어 사용 여부에 따른 차이를 알아보고, 모국어가 사용되지 않는 경우 숙달도가 변인으로 작용하는지 살펴 보았다. 마지막으로 매체 효능감과 실재감, 수강 만족도 간의 상관 관계를 확인해 보고자 한다. 본 연구를 위하여 국외의 모국어 사용 환경에서 강의를 수강한 초급 학습자와 국내 모국어 미사용 환경에서 강의를 수강한 초급 및 중급 학습자 61명을 대상으로 설문 조사를 실시하였다. 실험 결과 실시간 다대면 온라인 한국어 강의에서 모국어 사용 여부와 숙달도는 매체 효능감에 영향을 미치는 주요한 변수가 된다는 것을 확인하였다. 초급 학습자의 경우 모국어를 사용하는 것이 매체 효능감 향상에 도움이 되었는데 매체 효능감이 수강 만족도와 상관성이 높았다는 점을 고려할 필요가 있을 것이다. 또한, 숙달도가 높을수록 매체 효능감과 실재감이 높아진다는 점, 그리고 매체 효능감과 실재감이 높을수록 수강 만족도가 높아진다는 점을 감안하면 실시간 다대면 온라인 강의는 중급으로 갈수록 더 유리하다는 것을 확인할 수 있었다.

Journal of the International Network for Korean Language and Culture 17-2, 129-150. In line with the recent challenges to traditional educational environments, Korean language teachers and learners are interact from their own living spaces through synchronous online classes. The aim of this study was to investigate the levels of media efficacy, presence and course satisfaction of learners from classes utilizing video conferencing platforms. While the use of primary language in class is the main variable influencing the media efficacy and presence of the learners, the proficiency level of learners also becomes a variable when primary language use is not allowed. Finally, the effect of media efficacy and presence on class satisfaction was discussed. The subjects of this survey were novice Korean language learners in foreign countries who were using their primary language in the classroom and 61 beginner and intermediate level learners in Korea who were not allowed to use their primary language in the classroom. The results of this survey show that the use of primary language and the level of proficiency of learners are important variables that influence media efficacy and presence in interactive synchronous online Korean language classes. There is a significant correlation between the levels of media efficacy, presence and class satisfaction. Thus, improving the media efficacy and presence of learners is considered to be an important factor in the successful implementation of interactive synchronous online Korean language classes.(Ewha Womans University)

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.

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.

The advancement of Internet technologies has provided a new and effective way to cultivate international talents. To investigate the effect of native English teachers' online synchronous classes on Chinese primary school students' oral English improvement, an 18-month quasi-experimental study was conducted on 300 primary school students in China. The experiment and control groups were provided biweekly synchronous online classes with native and non-native English teachers. SPSS was used to conduct Paired Sample T-Tests and analyze performance differentials. The results showed that online classes taught by native English teachers perform better than non-native English teachers in three areas: vocabulary accuracy, average sentence length, and phonological intonation.

본 연구는 실시간 온라인 수업을 수강하는 대학생들의 심층 인터뷰를 통해 온라인 수업 만족과 불만족 요인들은 무엇이고, 이론수업과 실습수업 만족도에 차이가 있는지 살펴보았다. 심층 인터뷰 결과, 실시간 온라인 수업을 수강하는 학생들은 온라인 수업의 장점을 이동시간을 줄이고 장소에 제약 없이 수강 할 수 있는 편의성, 비용 절약, 그리고 코로 나 19 전염 가능성을 줄일 수 있다고 밝혔다. 반면, 실시간 온라인 수업의 불만족 또는 단점으로 시스템의 불안정성, 학습자와 교수자와의 상호 인터렉션 부족, 수업 집중력에 방해, 즉각적인 커뮤니케이션 불가능, 수업의 질적 저하, 시험 공정성 유지의 어려움 등을 언급했다. 심층 인터뷰 참여자들은 실시간 온라인 수업을 통한 이론 및 실습 수업 만족도에 차이가 있다고 밝혔으며, 이론수업은 일방향적 강의가 주된 방식으로 온라인 수업에는 적합하지만, 상호 인터렉션과 실시간 피드백이 중요한 실습수업에서는 적합하지 않은 것으로 나타났다. 본 연구는 코로나 19로 대학들이 온라인 수업 을 진행함에 있어서 학습자들의 특성을 이해하고, 만족도를 높일 수 있는 방안을 제시하는데 의의가 있다.

This study explores what factors influence college students’ synchronous online learning satisfaction and what advantages and disadvantages exist when it comes to taking synchronous online learning courses. In-depth interview results suggest that advantages of synchronous online learning are convenience (no need for travel, no limitation for study place), saving money, and no worry for contracting Corona 19. However, disadvantages of synchronous online learning are instability of online learning system, lack of interaction between learners and educators, difficulty of instant communication, low education quality, and unfairness of exams. This study found that college students taking synchronous online course think that synchronous online learning is more appropriate for theory-based course than practice-based courses in that theory-based courses are lecture-oriented while practice-based courses require interactivity between learners and educators. This study provides educators a baseline understanding on how college students think over synchronous online learning and how to enhance students’ satisfaction with synchronous online learning.

본 연구는 대학 실시간 쌍방향 수업 성과에 영향을 미치는 변인을 탐색하고 변인들 간의 구조적 관계를 살펴봄으로써 효과적인 대학 실시간 쌍방향 수업에 대한 설계 시사점을 제공하는데 목적이 있다. 이러한 연구목적에 따라, 2020년 1학기에 진행된 실시간 쌍방향 강좌를 수강한 123명의 대학생을 대상으로 자기조절학습, 사회적 실재감, 학습 몰입, 지각된 학업성취도를 측정하였다. 수집된 데이터는 SPSS와 SPSS PROCESS macro를 활용하여 분석되었으며, 연구결과는 다음과 같다. 첫째, 자기조절학습과 학습 몰입은 지각된 학업성취도를 유의하게 예측하였으나, 사회적실재감은 지각된 학업성취도를 유의하게 예측하지 않았다. 둘째, 자기조절학습은 지각된 학업성취도에 직접적인 영향을 미쳤으며, 학습 몰입은 자기조절학습과 지각된 학업성취도의 관계를 매개하였다. 셋째, 사회적 실재감은 지각된 학업성취도에 직접적인 영향을 미치진 않지만, 학습 몰입을 매개로 하여 지각된 학업성취도에 유의한 영향을 미치는 것으로 확인되었다. 이러한 결과를 바탕으로 대학 실시간 쌍방향 수업에 대한 설계적 시사점을 제안하였다.

The purpose of this study was to provide instructional implications for synchronous online learning at universities by examining variables that influence the outcome of synchronous online learning and investigating the relationships of the variables. To achieve the purpose, self-regulated learning, social presence, learning engagement and perceived academic achievement were measured by 123 university students who had taken synchronous online learning for spring semester in 2020. The collected data were analyzed through SPSS and SPSS PROCESS macro. The results were as follows. First, self-regulated learning and learning engagement significantly predicted perceived academic achievement while social presence did not. Second, self-regulated learning had a direct effect on perceived academic achievement and had an indirect effect on perceived academic achievement through learning engagement. Third, social presence did not have a direct effect on perceived academic achievement, but had an indirect effect on perceived academic achievement through learning engagement. The implications based on the results were suggested.

본 연구는 온라인 비동기 학습의 상호작용 부족을 해소하기 위해 가상 협력 학습자(Peer to V Peer)를 활용한 동시 수강형 하브루타 토론 시스템을 제안한다. STT–LLM–질문 생성–아바타 모듈을 연계하여 학습자와 AI가 함께 강의를 수강하며 토론을 수행하도록 설계되었고, 아바타를 틀릴 수 도 있는 동료 학습자로 구현해 비판적 사고와 메타인지적 성찰을 촉진한며, 학습 로그를 집단적 데이터로 확장해 RHML 구조로 발전할 수 있는 가능성을 제시하였다.

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.

This paper proposes PID and RIC (Robust Internal-loop Compensator) based motion controller using dual learning algorithm for position control of linear synchronous motor respectively. Its gains are auto-tuned by using two learning algorithms, reinforcement learning and neural network. The feedback controller gains are tuned by reinforcement learning, and then the feedforward controller gains are tuned by neural network. Experiments prove the validity of dual learning algorithm. The RIC controller has better performance than does the PID-feedforward controller in reducing tracking error and disturbance rejection. Neural network shows its ability to decrease tracking error and to reject disturbance in the stop range of the target position and home.

A PID-feedforward controller and Robust Internal-loop Compensator (RIC) based on reinforcement learning using random variable sequences are provided to auto-tune parameters for each controller in the high-precision position control of PMLSM (Permanent Magnet Linear Synchronous Motor). Experiments prove the well-tuned controller could be reduced up to one-fifth level of tracking errors before learning by reinforcement learning. The RIC compared to the PID-feedforward controller showed approximately twice the performance in reducing tracking error and disturbance rejection.

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.

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.

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.

본 연구는 초등교육에서 오프라인 환경과 실시간 온라인 환경이 통합된 하이브리드 교육을 운영함에 있어서 어떠한 요소를 중점적으로 고려해야 하는지를 탐색하는 목적을 지닌다. 이를 위해 하이브리드 교육을 운영해 본 경험 을 지닌 8명의 초등교사를 대상으로 면담 등을 통해 주요 고려 요소를 확인하였다. 연구 결과, 운영에 앞서 하이브리 드 교육의 특성이 무엇인지에 대한 개념에 대해 구체적인 안내나 교육을 통해 이해 수준을 높일 필요가 있음을 확인 해 볼 수 있었다. 기반 구축이 제대로 이루어지지 않아 효과적인 운영이 어려웠기에 하드웨어 및 소프트웨어 테크놀 로지를 포함한 환경 재설계를 고려할 필요가 있다. 특히, 환경 간의 동시성과 상호작용성을 기반으로 두 환경에서 학 습자들이 연결되어 참여할 수 있는 활동을 고려해야 한다. 향후 교수학습 운영을 안내하는 설계 전략의 개발이 이루 어질 필요가 있다.

The purpose of this study was to explore which factors should be considered mainly in operating hybrid learning in which offline and synchronous online environments are integrated in elementary education. Using qualitative data through interview and so on for 8 elementary school teachers with experience in operating hybrid learning, major consideration factors were identified. Before class, it is necessary to increase the level of understanding through concrete guidance or education for what the characteristics of hybrid learning are. The redesign of the environment including hardware and software technology is considered because the foundation was not established properly so that effective operation was difficult. In particular, based on the simultaneity and interactivity between the environments, activities which learners can connect and participate in the two environments should be considered. Further, design strategies to guide the operation of teaching and learning will be developed.

This study aims to examine the effects of professor-learner and learner-learner interactions on learning satisfaction in Chinese university students’ online synchronous learning. A survey of 328 Chinese university students who participated in online synchronous learning was conducted and analyzed using SPSS 26.0. For result processing, minimum value, maximum value, mean, standard deviation, skewness, kurtosis correlation analysis, and regression analysis were performed. As a result of the study, first, the professor-learner interaction was the highest at 3.742 (SD=.522). Second, it was found that there was a significant positive correlation between interaction and learning satisfaction in college students’ online synchronous learning. Third, it was found that the interaction between professor-learner and learner-learner had a positive effect on learning satisfaction. Through the results of this study, we intend to provide basic data necessary for conducting desirable online synchronous learning.

The current study aims at investigating how dictogloss in synchronous learning platform affects Korean EFL learners’ perspectives and their language learning. In particular, dictogloss for this study is implemented with a variation of dictogloss opinion and with blended types of input (i.e. listening and reading texts) that was carried out in breakout rooms of Zoom. Seventy-three university students participate in this study in 18 groups of different English proficiency. The data are collected from the dictogloss output of participants and their responses to the questionnaire are analyzed with a mixed method (a combination of quantitative and qualitative methods). The findings of this study are presented as follows. First, the output of dictogloss shows the highest score in intermediate-high blended level groups (20 points) while the lowest score is reported in a low-high blended level group in class A (12 points) implicating integrative performance of dictogloss would not be solely affected by English proficiency. Second, the results from the questionnaire demonstrate participants’ perspectives of taking a variation of dictogloss works positively to develop multi-language skills. In-depth descriptions from their replies exhibit the importance of other factors of learning such as affective factors, preference of teaching method, and student's learning style for effective dictogloss in the online learning platform.

The main aim of this study was to explore EFL learners’ overall perspectives toward their journey of participating in a synchronous discussion project with KFL students in Australia. Throughout the semester, the EFL participants engaged in five synchronous discussions with KFL students using English and Korean. Synchronous discussion chat logs by participants, follow-up surveys upon completion of each task, reflection papers, offline conferences, and semi-structured interviews were employed as data collection methods. The results first showed that EFL students perceived synchronous discussion to be a useful, creative, important, and meaningful channel for in-depth interactions with native speakers of English. Second, EFL students reported that cultural knowledge acquired through online interactions with peers can be more fruitful, authentic, and interesting than cultural instruction offered in the language classroom. Lastly, EFL students noted that one of the biggest merits of synchronous discussion is the immediate corrective feedback offered by their peers.

This study attempted to investigate how primary students and their parents perceived the feature of synchronous e-learning, specifically the Zoom Class, which was implemented in a 5-day online English camp. 12 students and 7 parents participated in this study. The data were taken from 9 survey questions and a written interview with 5 questions asking about their preference for certain e-learning platforms and types that were embedded in the Zoom Class and their expectations for language competence. Overall, the result showed that both students and parents were satisfied with the Zoom Class in English camp because they could engage in interactive learning with prompt feedback from the teacher by using various technological features (e.g. sending a personal message in the chatbox or participating in real-time class activities with other students). Also, they preferred synchronous virtual class to other online learning modules and expected to improve their listening skills. According to their perceptions and preferences revealed in the survey, the study proposed several appropriate activities for effective language learning through synchronous e-learning.