A Case Study on the Design and
Implementation of Blended OnLine Course in Korea
Won-Sik Choi
Mi-Young Kim
Chungnam National University
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General Class situations in Korean
Universities


Today’s college school educational
environment in Korea is generally focused
on homework and other activities which
need more than off-line classes.
But in reality, it is also impossible to
conduct teaching and learning only by
on-line classes.
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General Class situations in Korean
Universities


Many classes in universities cannot use
various, high-quality materials in the
classroom, so we are forced to depend on
a closed curriculum with a textbook that
focuses on a limited amount of knowledge.
This causes a big problem especially when
the students/instructor ratio is very high.
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Solving the Problem


One of the methods which can solve the
problem associated with big-size
classes that universities face is to use
on-line classes (Bourne et al., 1997;
Choi, AECT 2005).
This approach itself, however, cannot be
a big help when considering the quality
of education, and it can often cause a
result which is far less than that of
traditional face-to-face education.
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Solving the Problem


Face-to-face interactions permit an
instructor to rapidly change the
direction of the discussion and to
directly satisfy the needs of the learners.
The group can also rapidly interact and
come to agreement.
Therefore, we need to use on-line
classes for big-size classes as a form
of on-line and off-line blended learning.
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A Reason to Use Blended
Learning Modality

To help people learn, we use the best
means for a particular subject. We
usually don’t learn to drive from a book,
and we don’t learn mathematical
theorem by trial-and-error. A blending
of means always works better than just
one.
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The Purpose of this Study

The educational purpose of this study is
to suggest the adaptability of blended
learning to the university classes by
using the students’ responses after the
designing and conducting an actual
example of blended learning for a
course in a Korean university.
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Methodology


The subjects were 165 students who
signed up for a Computer Technology
class which was opened in the
department of Technology Education at
CNU during the spring semester of 2005.
Computer Technology is a required 3
credit hour course for those who want
to receive a secondary school
“Technology” teacher certificate.
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Methodology



The learning contents during the 13
weeks except for the mid-term and final
exam days were selected.
Web page contents were developed
using HTML, Flash, and Photoshop.
The overall system was constructed by
using a LMS. It was made so as to have
a instructor’s mode and a learner’s mode,
and each had different functions and
interfaces.
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Screen for instructor’s mode
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Screen for a student’s mode
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LMS Site Scheme
Log-in
Home
Learning Menu
Learning Support Menu
Question to sysop
Web-mail (in & out box)
survey
Question to instructor
Resource Site
Assignment submission
Project team activities
Learning Resources
- Lecture
contents
Public Conference
- Syllabus
- Evaluation
Public Announcement
Help desk
Site-map
Home
Chatting-room
Lecture room
Private team home site
• Check 조별메인화면
in 조별메인화면
• Announcement
• 가입하기
•plan
가입하기
• Activity
• 조별공지사항
•activities
조별공지사항
• Project
• 조별활동계획
•
조별활동계획
• 조별활동내용
• Q&A to •instructor
조별활동내용
• Q&A to instructor
• Q&A to instructor
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Methodology



The students were required to write down
the definition of the terminology listed at
the end of each chapter and send it by email.
When they had questions, they were
encouraged to use the bulleting board,
and for these questions, even students
were allowed to answer them freely.
It was announced that the grade would be
given considering the numbers of
student’s logs-ins and posts.
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BBS for Questions and Answers
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An Example of Course Content
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Methodology


One week before a new chapter began,
the instructor had an orientation for the
chapter through real-time chatting for an
hour or a face-to-face class (the ratio of
these two was 1:1).
The instructor could identify whether the
students had entered in the chatting
rooms or not. Usually abut 90 to 140
students out of the 165 students had
entered in the chatting room.
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Chatting Room w/ List of Students
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Methodology

For the rate of off-line face-to-face
participation including real time chatting,
it is identified through the direct
attendance, but for the rate of on-line
participation, log information and the
number of posts on a bulletin board
provided by LMS were analyzed.
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Log Information
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Instructional Flow for a Chapter
Chapter Instruction Begin
Instructor Led Orientation (ILO)
Using Chatting or Face-to-Face
o
o
o
Self-directed Instruction
Sharing Resources Between Learners
Cooperative Learning Between Learners
Interchange with Subject Matter Experts
Assignments Submission
Question and Answer or ILO
On-line/Off-line/Real-time
Formative
Evaluation
o
Start/Log-in
On-line/Real-time
On-line/ALN
Off-line/Real-time
On-line/ALN
Off-line/Real-time
On-line/ALN
Next Chapter
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Summary for the Roles of Instructor,
Learner, and System manager
Learner
Learning schedule management
 Individual learning activities
 Learner's own group activities
- Discussion, Assignment activities,
and etc.
 Individual Information management
 Question & answer and discussion
 Sharing learning materials

Instructor







Instructor schedule management
Evaluation management
Learner's information management
Examining and feedback on
learner's learning activity
Responding to a learner's question
Making a survey on learner's opinion
Writing official announcements

BBS: Bulletin Board System

Questioning to the instructor

Web mail

Chatting Room, and etc.
System manager

Learner's registration management

System management

Making orientation for learners

Supporting interfaces
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Results

The GPA of the 165 participating students
was 79.24(17.2 for SD). Even though
there isn’t a significant difference BL and
TL statistically, it suggests that this
blended learning is educationally effective
enough as a learning method, compared
to the fact that the GPA is near 70(C) in a
traditional class so far.
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Results

Each person submitted his/her
assignments 9 times out of 10 on the
average, and the number of diverse posts
such as questions and answers for peers
on the learning contents appeared in 389
cases, which means 4.18(389/165) cases
a person were posted.
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Results

The average number of clicks on each
post was 21(8169 clicks/389 posts) times,
and the number of log-ins on each
chapter appeared 4 times per a student
on the average.
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Results

The results of the survey regarding the
degree of learning satisfaction for the
course showed that students do not feel
burden as the class had an average score
of fewer than 3.0 regarding negative
questions, and a high degree of
satisfaction for the class with the over 3.0
regarding positive questions.
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Degree of Satisfaction Results I
Questions
Average(SD)
At first, I was nervous about taking an on-line class, but I developed
self-confidence as I participate in the class.
3.51(0.83)
I think that an on-line class can complement insufficient parts of a
classroom-oriented class.
3.39(0.99)
The website was organized conveniently for users.
4.02(0.82)
I think that the interaction between teacher and student was smooth
in the cyber classroom.
3.21(0.88)
I think that the interaction between teacher and student was helpful
for learning in the cyber classroom.
3.60(0.74)
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Degree of Satisfaction Results II
Questions
Average(SD)
The interaction between teacher and student in the cyber classroom
developed familiarity among each other.
3.83(0.94)
This on-line class was positive since I could participate in the class
regardless of time or place
4.17(0.88)
It was useful to open information to the public and share it in the
cyber classroom
3.64(0.82)
The discussion with teacher/students in the cyber classroom was
helpful for test preparation.
3.26(0.89)
My participation in the cyber classroom discussions allowed me to
broaden my analytical perspective.
3.19(0.87 )
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Degree of Satisfaction Results III
Questions
Average(SD)
Whenever I post an article on the Internet, I felt uncomfortable since
I am not familiar with sharing information with other people.
2.40(1.11)
Once my article was posted on the web, I cared about the number of
clicks on my article.
2.55(1.21)
It was convenient to ask questions and check answers by using a
bulletin board, regardless of time or place.
3.77(0.87)
Overall, I am satisfied with this on-line class.
3.72(0.83)
I feel like I learned a lot through this on-line class
3.36(0.99)
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Conclusion

The results were interpreted to suggest
that introducing the blended learning
method to the university class has
positive aspect. Since this result was
derived from a big-size 3 credit hour
class with 165 students, the adapting the
BL model to the any size class is possible
and encouraging.
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Thank You
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