Online과 Offline 방식의 물류교육 서비스품질에 관한 비교 연구

김영민(Young min Kim),강효원(Hyo won Kang) 한국국제상학회 2017 國際商學 Vol.32 No.3

대학에서의 물류교육이 online과 offline 방식으로 진행되면서 e-learning과 같은 비대면의 온라인 물류교육과 전통적인 대면방식의 오프라인 물류교육에서 교육서비스품질의 차이가 있는지 비교하고자 하였다. 유형성, 신뢰성, 반응성, 확신성, 공감성과 같은 일반적인 교육서비스품질이 온라인과 오프라인 방식의 물류교육에서 차이가 있는지 비교연구하고, 물류교육의 성과 향상을 위한 시사점을 제시하고자 하였다. 교육서비스품질과 물류교육에 대한 이론적 연구를 통하여 물류교육 서비스품질 요인을 도출하였다. online 물류교육은 사이버대학의 물류전공 학생을 대상으로, offline 물류교육은 전통적인 일반 대학의 물류전공 학생을 대상으로 물류교육 서비스품질에 대한 설문조사를 실시하였다. 실증분석을 위해 탐색적 요인분석과 신뢰성분석을 실시하여 타당성과 신뢰성을 확인하였으며, online과 offline 방식의 물류교육 서비스품질의 차이를 확인하기 위하여 분산분석을 실시하였다. 분석 결과, 물류교육 서비스품질로서 유형성, 신뢰성, 반응성, 확신성 및 공감성의 요인을 추출하였다. online과 offline의 차이를 확인한 결과, 공감성은 유의한 차이를 보였으나 유형성, 신뢰성, 반응성 및 확신성은 유의미한 차이를 보이지 않았다. Purpose : The purpose of this study is to investigate the difference of education service quality such as tangibility, reliability, responsiveness, assurance and empathy in online and offline logistics education, and to suggest implications for the improvement of logistics education performance. Research design, data, methodology : In the survey, online logistics education was conducted for students majoring in logistics at cyber university and offline logistics education was conducted for students at logistics major in general universities. For the empirical analysis, validity and reliability were confirmed through exploratory factor analysis and reliability analysis, and ANOVA was conducted to confirm the difference in logistics education service quality between online and offline methods. Results : As a result, empathy was significantly different in online and offline logistics education, but there was no meaningful gap in tangibility, reliability, responsiveness and assurance. Conclusions : In offline, logistics education should be carried out considering the empathy of learners. Because the learners perceive importantly logistics education service quality such as reliability, responsiveness and assurance, logistics education in the online and offline should be implemented reflecting these.

Analysis of Strategies for Quality Assurance in Online Education: The Implications of the Role of an Instructional Design Team to Support Faculty

천지영,이수경 한국교육공학회 2023 Educational Technology International Vol.24 No.1

This study investigates faculty support for quality assurance in online education, and offers suggestions for its improvement based on feedback from Instructional Design (ID) staff working at a public university in the U.S. Qualitative research using semi-structured interviews was conducted with seven ID staff in order to examine their perceptions regarding faculty support related to quality assurance in online education. The results of the data analysis indicate that four types of faculty support-quality assurance reviews using Quality Matter (QM) standards, templates, individual consultations with ongoing support, and monitoring-were offered for faculty. Faculty support for quality assurance in online education could be improved by developing specific quality assurance standards, recruiting external experts, examining learning effects, developing a quality assurance management system, and sharing documents among ID staff. This study highlights the necessity of quality assurance in online education and provides cases of faculty support in a real higher education setting.

Antecedents of brand trust in online tertiary education: a tri-nation study

Kim-Choy Chung 한국마케팅과학회 2012 마케팅과학연구 Vol.22 No.1

Online education, which is centered on the use of the Internet and the World Wide Web, presents a new generation of educational tools. Its ‘anywhere, any time’concept frees the student from the constraints of time and place. Because there are no barriers to information flow over the Internet, it holds promise for a ‘curriculum without walls’ where intellectual richness is available to all. To take advantage of the huge number of potential students worldwide, many universities and commercial education providers have moved rapidly to introduce online tertiary programs to get a share of this market. Online programs are now commonplace in many learning institutions. However, Internet-based education has not attracted as many students as had been expected. Specifically, online tertiary education has not attracted as many students as had been expected in Singapore (Gagnon, 2002; Tan & Lambe, 2002;Wong, Gerber, & Toh, 2003); Brunei (Leong, 2006); and Malaysia (Alhabshi, 2002). There is still a lack of confidence among students, parents and educators in Singapore (Tan & Lambe, 2002; Wong et al., 2003) that online education could be an effective medium for imparting knowledge/skills, even though distance education has already taken root in the country (as shown by the wide popularity of offshore degrees and twining programs). The low preference for web peer-to-peer interaction among online learners presents tough obstacles ahead for any attempts to build online learning communities in Singapore (Tan & Lambe, 2002). In Brunei, online tertiary degree programs have had a slow start, needing time to establish their reputation for quality offerings and because of the lack of resources (Leong, 2006). Similarly, Alhabshi (2002) indicates that the Internet-based degree has not attracted as many students as had been expected in Malaysia, which is similar culturally to Singapore and Brunei (in terms of population ethnicity). Further, studies of brand impact on the student’s choice of online tertiary providers are scarce. The brand,with its underlying appeals, can function as a route map for students through the bewildering variety of choices/information about tertiary education in our increasingly networked society. Tertiary education brands can assist students in identifying appropriate/reputable programs or courses, and therefore reduce search costs; provide assurance of the quality associated with a particular tertiary brand thereby reducing perceived risk; and give psychological rewards of prestige and status, helping to reduce the social and psychological risks that are associated with socially-inappropriate programs/courses. This study suggests that trust is the antecedent of brand choice for online tertiary education, because trust acts to decrease the perceived risk of using a virtual service. Following an extensive review of literature, this study conceptualized brand trust as an individual’s conscious inclination to place his/her confidence in a brand’s qualities or attributes in situations entailing risk to themselves as a consumer, and proposed four hypotheses,presented as a linear model, to be empirically tested through structural equation modelling. An interviewer-assisted questionnaire – where respondents rank the importance (using a 7-point Likert scale) to trusting online tertiary education of institutional and course assurance factors, direct brand experience, and indirect brand experience factors – was then developed (using altogether 17 measurement variables). Nine hundred questionnaires (using a mall-intercept method) were distributed in three malls in Singapore, three malls in three major cities in Malaysia (Johore Bahru,Kuala Lumpur and Kuching) and one mall in Bandar Seri Begawan, Brunei. Out of the 637 questionnaires returned, 235 were from Singapore, 121 from Brunei and 281from Malaysia (Kuala Lumpur n ¼ 95, Johore Bahru n ¼ 89, Kuching n ¼ 97). The response data was normally distributed allowin...

중국인 한국어 전공자의 온라인 수업에 대한 만족도 조사 연구 -시스템품질, 정보품질, 서비스품질 중심으로-

우환,김중섭 한국언어문화교육학회 2021 언어와 문화 Vol.17 No.4

Due to COVID-19, the Korean language education environment was changed from face-to-face class. to online class, which made it difficult for many learners to communicate due to the sudden transition of the educational environment. In particular, Chinese students majoring in Korean, who account for a large number of international students, were unable to adapt to online Korean classes, resulting in poor concentration and poor academic performance during classes. Therefore, this study explored quality factors that influence the academic satisfaction of Chinese students majoring in Korean based on the studies of various scholars. In this study, service quality, information quality, and system quality were selected, and related questionnaires were organized, and a survey was conducted on 100 Chinese Korean majors. It is meaningful to verify the results with SPSS and confirm the impact of each quality factor on the academic satisfaction of Chinese students majoring in Korean, suggest quality factors, and improve online academic satisfaction of Chinese students majoring in Korean. .

대학에서의 온라인교육의 질과 성공적 수행의 영향요인에 관한 학습자 인식 분석: 원격대학과 일반대학 학생 비교를 중심으로

노일경(Noh, Ilkyung),송수연(Song, Sueyeon),김명진(Kim, Myungjin) 한국방송통신대학교 미래원격교육연구원 2021 평생학습사회 Vol.17 No.3

This study was conducted to explore the perception of learners on the quality of online education and the contributing factors of successful online learning. The study particularly focuses on a variety of perceptions that students have towards online learning, via comparing the perceptions of open university students with regular university students. The major findings are as follows: first, open university students perceived online education more positively compared to regular university students; second, in comparing the these groups, open university students placed teaching factors as more important while regular university students indicated that institutional factors were crucial for the success of online education. Lastly, according to our regression models, all factors within the teaching dimension positively contribute to the success of online learning for open university students, whereas only the interaction factor turned out to be statistically significant for regular university students. The study highlighted the pivotal role of university management based on types of universities beside the varying levels of preparedness for performing successful online education.

코로나-19 이후 온라인 교육 서비스품질 개선을 위한 실증적 연구 - IPA기법을 중심으로 -

이초양,박재용 대한경영정보학회 2021 경영과 정보연구 Vol.40 No.4

코로나-19는 전 세계로 퍼지고 있어서 일상생활에 많은 변화가 발생하였으며 모든 영역은 다 어려움을 겪고 있다. 특히 코로나-19 상황이 장기화할 것으로 예측되어 학교들은 향후 집중해야 할 과제로 질이 높은 온라인교육을 설정하 고 이를 실현할 수 있는 다양한 과업들을 추진하고 있다. 실제로 온라인 교육의 한계 등으로 학생들의 만족도가 떨어 지고 있다. 따라서 온라인 교육에 있어 학생들이 느끼는 교육서비스품질을 측정할 필요가 있다. 본 연구는 중국에서 일반 학생들을 대상으로 인식하는 온라인 교육 서비스품질 결정요인을 파악하여 이들에 대해 학생들이 어떤 요소를 중요하게 생각하거나 만족하는 지를 분석하는데 그 목적이 있다. 코로나-19로 인해 모든 학생 들이 온라인으로 수업을 들을 수밖에 없기 때문에 특정되지 않아서 일반 학생들을 대상으로 각 문항에 대한 중요도 및 만족도에 온라인으로 설문조사를 실시하였다. 2021년 2월1일부터 2월15일까지(2주 동안)에 총 230부의 설문을 배포 하였으며 회수된 설문 중 불확실하게 응답한 것을 제거한 후 총 227부를 분석하였다. 수집된 자료들을 SPSS23.0으로 빈도분석, 요인분석을 실시하였고 결과를 도출하기 위해 IPA기법을 통해 분석하였으며 IPA기법은 평가속성 결과를 매트릭스 도면 위에 가시적으로 도출해 마케팅 실무 담당자에게 효율적으로 사용될 수 있다는 것이다. 결과를 보면 다음과 같다. 제Ⅰ사분면은 현상유지 영역으로 이에 해당하는 것이 없으며 제Ⅱ사분면은 과잉노력지향 영역으로 유형 성과 공감성이 포함되어 있고 제Ⅲ사분면은 열등우위 영역으로 이에 해당하는 것이 없으며 제Ⅳ사분면은 집중 관리 지향 영역으로 확신성, 신뢰성, 반응성이 포함되어 있는 것으로 나타났다. 이런 결과를 따라 교수(교사)들은 강의 내용을 풍부하게 다양한 방식으로 진행하며, 학습 진도 체크관리를 잘 수행 해야 학생만족을 형성시킬 수 있기 때문에 교수(교사)는 학생만족을 높이려면 학습 진도 체크관리를 잘 할 필요가 있 다 등의 시사점을 교수(교사)에게 제시해 준다. COVID-19 is spreading around the world, so many changes have occurred in daily life, and all areas are experiencing difficulties. In particular, as the COVID-19 situation is expected to be prolonged, schools are setting up high-quality online education as a task to focus on in the future and pushing for various tasks to realize it. In fact, students' satisfaction is falling due to limitations in online education. Therefore, it is necessary to measure the quality of educational services that students feel in online education. The purpose of this study is to identify the determinants of the quality of online education services perceived by ordinary students in China and analyze what factors students think are important or satisfied with them. Since COVID-19 forced all students to take classes online, it was not specified, so an online survey was conducted on the importance and satisfaction of each question for general students. A total of 230 surveys were distributed from February 1 to February 15, 2021 (for two weeks), and a total of 227 copies were analyzed after removing uncertain responses among the collected surveys. The collected data were analyzed through frequency analysis and factor analysis using SPSS23.0, and the IPA technique was analyzed through IPA technique to derive results, and the evaluation attribute results can be visually derived on the matrix drawing and used efficiently by marketing practitioners. The results are as follows. Quadrant I is a status quo area, and quadrant II is an over-effort-oriented area, and quadrant III is an inferior advantage area, and quadrant IV includes certainty, reliability, and reactivity as an intensive management-oriented area. According to these results, professors (teachers) need to conduct lectures in a variety of ways, and to achieve student satisfaction by performing well in order to improve student satisfaction, professors (teachers) need to manage their learning progress well. It presents the implications of such things to the professor (teacher).

韓国の日本語教育における授業形態の動向と課題 - オンライン教育への移行とその質の向上 -

김지선 한양대학교(ERICA캠퍼스) 일본학국제비교연구소 2023 비교일본학 Vol.58 No.-

This study examines recent trends in the practices of Japanese language education and research in Korea before and after the COVID-19 pandemic (2017-2022), focusing on the changes in class formats. The results reveal a significant shift that began with the full implementation of online classes in 2020. This shift is characterized by a reduction in the types of (1) ICT-based face-to-face classes and (2) blended face-to-face classes, coupled with an increase in (3) on demand online classes, (4) real-time online classes, (5) blended online classes, and (6) HyFlex classes. These findings demonstrate a noticeable transition from traditional face to face classes to online or hybrid (a combination of face to face and online) classes, and this trend is expected to persist. Given the current scarcity of discussions concerning the enhancement of quality within the context of online education, this paper presents specific examples of evaluation criteria and standards that can serve as valuable tools for enhancing the quality of classes. Furthermore, the paper suggests ways in which these criteria could be applied and it explores their effects and implications. Subsequently, the study will explore how the evaluation criteria and benchmarks can be employed as a framework for monitoring and assessing the design and practice of online or hybrid classes, and how these could contribute to an enhancement in the quality of education.

대학 온라인 원격 교육 환경에서 수업의 질, 교수실재감, 교수지지가 간호대학생의 학업 낙관성 및 학습몰입에 미치는 영향

구본진,김아림 한국웰니스학회 2021 한국웰니스학회지 Vol.16 No.3

The study is a descriptive correlational study, aimed to determine the predictive factors for academic optimism and learning flow among undergraduate nursing students in an online distance education environment. A total sample of 149 junior-and senior-level students were recruited from October 6 to November 6, 2020. A regression analysis indicated that professor support (β=0.49),instructional quality (β=0.26), teaching presence (β=0.17) were predictors for academic optimism, accounting for 65% of the variance; professor support (β=0.52) and instructional quality (β=0.25) were predictors for learning flow for nursing students, accounting for 46% of the variance in the final model. Development of customized nursing educational program based on better online education support system, communication and interaction are required for the students. Conducting critical reflection and feedback for the quality of non-face-to-face classes and playing the nursing educator’ roles as facilitators and supporters should be considered. 본 연구는 온라인 원격 교육 환경에서 간호 대학생의 학업 낙관성 및 학습몰입의 예측 요인들을 탐색하기 위한 횡단적 서술적 조사연구이다. 2020년 10월 6일부터 11월 6일까지 간호대학생 3-4학년을 149명의 자료를 수집하였다. 회귀분석 결과, 학업낙관성의 예측 요인은 교수지지(β=0.49),수업의 질(β=0.26), 교수 실재감(β=0.17)으로 학업낙관성의 65.3%를, 학습몰입의 예측 요인은 교수지지(β=0.52)와 수업의 질(β=0.25)로 학습 몰입의 46.2%를 설명하였다. 향상된 온라인 간호 교육 시스템 기반으로 학생 맞춤형 수업 기획, 소통 및 상호작용이 요구된다. 비대면 수업 질 개선을 위한 간호교육자의 비판적 성찰과 환류 시행, 촉진자 및 지지자 역할 수행이 필요하다.

온라인 교육 서비스의 재구매 의도에 영향을 미치는 요인 분석 : 사회자본과 서비스품질을 중심으로

김건아(Kun-Ah Kim),윤혜정(Haejung Yun),이중정(Choong C. Lee) 한국데이타베이스학회 2010 Journal of information technology applications & m Vol.17 No.2

Although online education service markets are growing fast, previous studies have been limited to the studies on media types or system qualities of online education. In order to provide timely implications for online education service providers to maintain and increase the number of users, other factors such as interactivity and community perspectives should be considered. In this study, social capital and service quality were adopted as antecedents of learning motivation. Also, service quality dimensions, as well as learning motivation, were chosen to examine its impact on intention to repurchase of online education services. Research findings show that structural and cognitive dimensions of social capital are proved as antecedents of relational capital; structural and relational social capital positively influence on learning motivation; tangibility positively makes impact on learning motivation; and intention to repurchase is positively influenced by responsiveness and learning motivation. Practical implications based on the research findings are presented.

“互联网+教育”背景下国际汉语线上教学质量改进研究

李婧(Jing Li) YIXIN 출판사 2024 Journal of Humanities and Social Sciences Vol.2 No.1

“互联网+教育”背景下,线上教学迅猛发展。互联网优势和汉语国际推广需求的增加使得国际汉语线上教学模式将长期存在。三年来,笔者对国际汉语线上教学模式进行摸索与实践,此模式不断暴露出网络与技术、教学管理、课堂互动、教学效果等方面的教学困难与问题,其成因为教学设计未能基于线上教学特点调整,师生课堂互动未能良好开展,线上教学资源未能合理利用。教师应从教学设计、课堂互动、网络教学资源、教学方法等方面入手,改进国际汉语线上教学质量。 Under the background of “Internet plus Education”, online teaching has developed rapidly. The advantages of the Internet and the increasing demand for the promotion of international Chinese have made online teaching mode of international Chinese a long-term existence. Over the past three years, we have explored and practiced the online teaching model of international Chinese, constantly exposing difficulties and problems in aspects such as network and technology, teaching management, classroom interaction, and teaching effectiveness. The causes are that the teaching design failed to adjust based on the characteristics of online teaching, the interaction between teachers and students in the classroom did not develop well, and the online teaching resources were not effectively utilized. Teachers should take actions from teaching design, classroom interaction, online teaching resources, teaching methods and other aspects to improve the quality of international Chinese online teaching.