From Manual Coordination to Smart Administration: Redesigning Support Systems for Applied Courses

Abstract

This study examines how smart administrative systems can improve coordination efficiency in applied courses that require continuous management of instructors, learners, facilities, equipment, assignments, and assessment tasks. The study is designed to evaluate approximately 60 applied courses across 8 institutions before and after the adoption of a smart administration platform, collecting around 22,000 course-coordination records, 11,000 resource-booking entries, 7,500 instructor-student communication logs, 4,800 assignment-tracking records, 2,400 schedule-adjustment records, and 1,000 learner and instructor survey responses. Key variables include coordination response time, booking conflict frequency, schedule-change frequency, information delay rate, instructor workload, administrative processing time, assignment completion continuity, learner satisfaction, and perceived support quality. The study applies process mining, difference-in-differences analysis, structural equation modeling, multilevel regression, and usability evaluation to examine whether smart administration improves operational efficiency and learning support. System effectiveness is measured through conflict reduction rate, processing-time reduction, information accuracy improvement, instructor workload balance, learner support satisfaction, and course-continuity improvement. The innovation of this study lies in treating administration as a measurable educational support system rather than a background service, showing that smart coordination can directly affect learning continuity, instructional responsiveness, and resource access in applied education.