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LMS 데이터를 활용한 온라인 러닝의 학습 행동 및 효과에 관한 연구
전병호 (사)디지털산업정보학회 2023 디지털산업정보학회논문지 Vol.19 No.2
On-line learning has been adopted as a major educational method due to the COVID-19 pandemic. Students and faculties got accustomed to on-line educational environment as they experienced it during the COVID-19 pandemic. Development of various technologies and social requirement for educational renovation lay groundwork for on-line learning as well. Therefore, on-line learning or blended learning will be likely to go on after the end of COVID-19 pandemic and it is necessary to prepare the guidelines for effective utilizing on-line learning. The primary purpose of this study is to examine the learning behaviors and the learning effects by using LMS data. Learning behaviors were measured in terms of learning time and access frequency for pre-recorded video lectures targeting computer-practice classes. The results of empirical analysis reveal that frequency was the significant predictor of course achievements but learning time was not. The findings of empirical analysis will provide insights that the effective planning and designing on-line classes based on learning behaviors are key to enhancing learning effects and learner’s satisfaction.
간호대학생의 디지털 리터러시와 전공만족도의 관계에서 LMS 학습효과의 매개역할 연구
김은재 국제문화기술진흥원 2022 문화기술의 융합 Vol.8 No.4
This study In order to understand the mediating role of the LMS learning effect between digital literacy and major satisfaction of nursing students, data were collected from 241 students enrolled in the nursing college of J city. The collected data were analyzed using SPSS WIN 23.0. The study results show that digital literacy of nursing students has a positive effect on the LMS learning effect (B=.65, p<.001) and major satisfaction (B=.62, p<.001), and the LMS learning effect on the major satisfaction There was a positive (B = .19, p < .001) correlation between the results, and it was found that the LMS learning effect plays a mediating role in the relationship between digital literacy and major satisfaction of nursing students. Therefore, in order to improve nursing students' major satisfaction, it is necessary to develop and apply a program that can improve not only digital literacy but also LMS learning effects. 본 연구는 간호대학생의 디지털 리터러시와 전공만족도 간의 LMS 학습효과의 매개역할를 파악하고자 J시의 간호대학에 재학중인 241명을 대상으로 자료를 수집하였다. 수집된 자료는 SPSS WIN 23.0을 이용하여 분석하였다. 연구결과는 간호대학생의 디지털 리터러시는 LMS 학습효과(B=.65, p<.001)와 전공만족도(B=.62, p<.001)에 정적인 영향을 주며, LMS 학습효과는 전공만족도에 정적인(B=.19, p<.001) 상관관계가 있어 간호대학생의 디지털 리터러시와 전공만족도의 사이의 관계에서 LMS 학습효과가 매개역할을 하는 것으로 나타났다. 따라서 간호대학생의 전공만족도를 향상 시키기 위해서는 디지털 리터러시뿐만 아니라 LMS 학습효과을 향상 시킬 수 있는 프로그램의 개발과 적용이 필요하다.
대학의 학습관리시스템(LMS) 품질, 만족도, 교육 효과의 관계 분석
김정현(Jeong-Hyun Kim),이상선(Sang-Seon Lee),홍서희(Seo-Hee Hong) 한국디지털콘텐츠학회 2024 한국디지털콘텐츠학회논문지 Vol.25 No.8
This study investigated the impacts of system, information, and service quality on educational effectiveness, mediated by learning management system (LMS) satisfaction, in a university setting. Data were collected from 1,646 undergraduate students at University A in Daejeon through an online survey and analyzed using SPSS 26.0 and Smart PLS (v.5). The results indicated that, first, system, information, and service quality significantly influenced LMS satisfaction. Second, although system quality did not directly impact educational effectiveness, its effect was statistically significant when mediated by LMS satisfaction. Third, both information and service quality directly impacted educational effectiveness, and these effects remained statistically significant when mediated by LMS satisfaction. Based on these analytical findings, this paper presents implications regarding the influence of LMS quality elements on satisfaction and educational effectiveness.
黃永熙 ( Hwang¸ Young-hee ) 한국일어교육학회 2021 일본어교육연구 Vol.- No.55
본 연구는 사이버대학교의 온라인강의 이외에, 한국에서 처음으로 실시한 일본의 사이버대학과의 온라인학점 교류 실천사례를 통해 이에 대한 실태와 일본어학습자의 요구, 만족도 및 학습효과를 조사한 것이다. 해외대학과 실시한 온라인 비대면 방식의 학점교류를 일본어전공자가 어떻게 인식하고 있는지에 대해 인터뷰를 통해 살펴본 실태와 앞으로의 방향성은 다음과 같이 정리할 수 있다. 한국의 학점교류생은 일본 상대교의 LMS 기능의 이질성과 동질성, 어학능력 향상, 상대교의 간편한 (자막, 스킵 등) 수강 기능의 ICT기술을 장점으로 여겼다. 온라인 학점교류에 대해서는 이문화커뮤니케이션과 더불어 대면 수업과 유사한 현장성, 선택과목의 유연성을 우선적으로 꼽았다. 그리고 온라인학점교류에 대한 만족도가 높았는데, 학문적 흥미, 집중도, 학습효과에 있어 높게 평가했다. 온라인에서도 상호작용의 즉시성이 있는 학점교류가 학습에 효과적이라고 느꼈다. 하지만, 일본의 학점교류생은 전문용어와 고유어의 이해 부족, (일본의 사이버대학에서는 여러 번 가능한 퀴즈 응시에 대한 긍정적 반응이 있었지만) 양교의 시험 방식의 차이는 방해 요소 즉, 단점으로 거론되었다. 그리고 한국의 학점교류생은 일본의 사이버대학에서 실시하고 있는 얼굴 인증이 완벽하지 않았던 점과 SMS 알림이 없는 점은 한국에 비해 불편한 점으로 지적했다. 따라서 앞으로 레벨에 따라 다양한 편의성을 갖춘 글로벌온라인학점교류의 도입을 적극적으로 검토할 필요가 있고, 온라인과 오프라인의 장단점이 최적으로 혼합된 형태의 해외대학교간 온라인교류가 기획·설계되고 확대 되어야 할 것이다. This study investigates the actual situation and the needs and preferences of Japanese learners and the learning effects in addition to online lectures through the case of online grades exchange with Cyber University in Japan for the first time. The facts and directions of how Japanese majors perceive online non-face-to-face grades exchange through interviews are as follows. Grades exchange students consider the heterogeneity and homogeneity of the LMS functions of their overseas counterparts, the improvement of language skills and the compact class function (subtitles, skip function, etc.) of the other ICT technology as an advantage. Regarding online grades exchange, priority was given to cross-cultural communication and realistic effect similar to face-to-face classes, and flexibility of elective courses. Additionally, the preference and satisfaction for online grades exchange were high, and learners highly evaluated it in terms of academic interest, concentration, and learning effect. Even online, grades exchange with immediate interaction is beneficial for inducing interest and maintaining concentration, and they felt that it was effective for learning. However, although there were positive responses to quizzes that can be taken several times at Cyber University in Japan, the lack of understanding of terminology and second language, and differences in test methods were cited as obstacles, that is, disadvantages. In addition, the facts that Cyber University’s facial recognition system was not perfect and that there was no SMS notification were an inconvenient aspect compared to Korea. Therefore, it is necessary to actively review the introduction of online grades exchange with various conveniences depending on the level, and exchanges between overseas universities in the form of optimally mixed online and offline pros and cons must be planned and designed.
학습참여활동이 학습효과에 미치는 영향력 검증에 대한 연구
우종정(Jongjung Woo),김보나(Bona Kim),부기동(Ki-Dong Bu) 한국정보기술학회 2012 한국정보기술학회논문지 Vol.10 No.4
This study is to investigate learners’ total participation activities and to verify its influence power on the learning effect(academic achievement, course evaluation) in O cyber university. The results of correlation analysis revealed that learners’ participation activities in LMS tended to strongly correlate with academic achievement, but rarely with course evaluation. The statistical results of multiple regression analysis showed that the learner’s participation activity variables such as the number of one’s attendances, board hits, questions to professor, tests, quizzes explained about 32.4% of total variances of academic achievement. Quizzes and questions to professor explained about 0.7% of total variances of course evaluation. This study verifies the degree of influence power of participation activities on e-learning and what factors can predict such effect.
대학교 교양 테니스 강의에서 웹보조 강의(LMS)의 효과크기 분석
최성훈 ( Sung Hun Choi ) 한국스포츠과학원 2007 체육과학연구 Vol.18 No.3
The purpose of this study was to analyze the effectiveness and ES(Effect Size) of ``Web Aided Tennis Teaching`` in the University. To find the ``Effectiveness and ES`` of ``Blended Tennis Teaching``, ``Traditional Tennis Teaching(2004-2)`` and ``Blended Tennis Teaching(2005-2)`` was compared, used by Lecture Evaluation Questionnaire with high validity and reliability(.96), descriptive statistics analysis, Independent t-test, Cohen`s equation of effect size. More explain the Traditional Tennis Teaching and Blended Tennis Teaching, Traditional Tennis Teaching was a general teaching method and Blended Tennis Teaching was a kind of usages of Learning Management System(LMS) that consider convenance, moving pictures(mov file, mpg file, wmv file), interaction of students. So Blended Tennis Teaching was difference with the pre-research. As results, First, Blended Tennis Teaching was more effective than Traditional Tennis Teaching in parts of (1) teacher, (2)teaching, (3)reports, and (4)as students. Based of these results, We could some proposal about Blended Learning(Teaching); (l)more appropriate terms, (2)minimize teacher`s effort and maximize student`s learning effectiveness, (3)could use of teacher evaluation, (4)more effective in physical activity parts and customizing instruction, (5)college have to support of administration, technique, economy, (6)should have to develope Blended Teaching Model, and (7)have to find out constraints of Blended Teaching.