• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.4
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• pp.91-101
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• 2016

This research focused on searching the specialized factors which affect the cyber universities' performance. This research was approached from three perspective of professor, graduation and employment, and brand image to embody the cyber universities' performance. We drew five factors of contents variety, contents quality, practical orientation of contents, lecture presence, and learning management as the Influencing factors of cyber universities' performance. We proved our research model by analyzing 170 questionnaires which were completed by college students who were studying at cyber universities in China. The results of analysis are showed as below: 1) The level of contents variety can affect the cyber universities' performance; higher level gains better outcomes. 2) The level of contents quality can affect the cyber universities' performance; better quality gains better outcomes. 3) The level of practical orientation of contents can affect the cyber universities' performance; the higher the better. 4) The level of lecture presence can affect the cyber universities' performance; the stronger the better. 5) The level of learning management can affect the cyber universities' performance; the higher the better.

• The Journal of the Korea Contents Association
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• v.11 no.12
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• pp.475-485
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• 2011

The purpose of this study is to find intervention strategies of university and social welfare agency through analysis of factors influencing on field education outcomes and professional identity of social welfare in cyber university and ordinary university students. The major findings are as follows. First, the degree of field education outcome in cyber university students is higher than ordinary university ones. Second, supervision and university element are meaningful factors to constituent variables of field education outcomes in participants, but major satisfaction is only important for ordinary university students. Third, professional identity is related to major satisfaction, supervision, and university element in cyber university students. But university element hasn't influence on professional identity in ordinary university students. Therefore, supervisors have to give systematic instruction and do clear role model. Universities make an effort to improve major satisfaction and the quality as a pre-social worker.

• The Journal of the Korea Contents Association
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• v.10 no.3
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• pp.404-412
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• 2010

The purpose of this study is to suggest the basic data for lowering cyber university students' dropout rate and fostering continuous learning environment through understanding that cyber university student's private variance, an education institute variance and social variance have the impact on a student's determining dropout. For this, we selected students in A cyber university and carried out surveys for 500 students from April first to May 31st, 2009 using convenience sampling. We excluded answers whose results are considered to be insufficient or overlapped among answers of 336 students and used 304 answers in this study. We carried out logistics regression analysis using SPSS for Winow 15.0 for data analysis. First, it proved that individual interest variance affects the dropout. Second, it turned out that educational institute's environment variance has impact on the dropout. Third, it proved that social environment factor affects the dropout. Fourth, only individual variance among individual, an educational institute and social variance has meaningful impact on the dropout in terms of statistics.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.341-353
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• 2010

The purpose of the present study is to verify the structural relationship among on-line task value, university support, satisfaction, learning persistence in Cyber University. For this study, W cyber university in Korea was chosen to conduct web survey. A hypothetical model was proposed, which was composed of on-line task value, university support as exogenous variables, satisfaction, learning persistence as endogenous variables. And satisfaction have been suggested as intervening endogenous variables. The result of this study is as follows: First, on-line task value and university support affect satisfaction. Second, university support and satisfaction affect learning persistence. Lastly, satisfaction mediated on-line task value, university support and learning persistence.

• Journal of Families and Better Life
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• v.23 no.3 s.75
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• pp.137-151
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• 2005

This study was designed to analyze the cyber counseling cases on the university students' date in order to identify the problems they encounter in dating and seek for a direction for education and consulting program to help them solve the problems. A total of 253 cases in cyber counseling about date were analyzed. The findings demonstrated that the university students were short of interpersonal relationship still needed for expressing Intimacy and maintaining the relationship, and poorly coping with the negative emotions such as conflict, anxiety, and boredom. Thus, a variety of human relations training programs needs to be established in the universities to help the students stay in good terms with the counterpart. Plus, cyber counseling and e-mail counseling needs to be activated so as to allow the university students to easily access when they come to face a problem in dating.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.177-188
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• 2019

Emotional labor is the process of regulating feelings or emotions and expressing them in the way that fulfill job requirement. There have been many studies about characteristics or related variables of service workers' emotional labor, but are few studies comparing emotional labor between service workers and non-service workers. Therefore we are to examine the differences of emotional labor among the different types of workers. And as depression and lowered quality of life are well known negative consequences of emotional labor, we also intend to study the relationship between depression, quality of life, and emotional labor. Data were collected from 125 sales workers, and 186 cyber university full time students. And as to assure the student participants to be non-service workers, we limited the participant job as administrator, soldier or housewife. To compare differences of groups, one-way ANOVA was performed with Fisher's LSD as post hoc comparison. On overload in customer reception, service workers showed significantly higher scores, and on demand of emotional regulation/emotional dissonance/depression, both service workers and housewives showed significantly higher scores. Also analysis of multiple regression was performed, and the result showed that, emotional dissonance increased depression but decreased quality of life, while support/care increased quality of life, but decreased depression. With the result, implications and limitations of this study were discussed.

• The Journal of Korean Association of Computer Education
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• v.14 no.3
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• pp.73-82
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• 2011

The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

• Korean Security Journal
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• no.18
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• pp.169-190
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• 2009

Today, the rapid advance of scientific technologies has brought about fundamental changes to the types and levels of terrorism while the war against the world more than one thousand small and big terrorists and crime organizations has already begun. A method highly likely to be employed by terrorist groups that are using 21st Century state of the art technology is cyber terrorism. In many instances, things that you could only imagine in reality could be made possible in the cyber space. An easy example would be to randomly alter a letter in the blood type of a terrorism subject in the health care data system, which could inflict harm to subjects and impact the overturning of the opponent's system or regime. The CIH Virus Crisis which occurred on April 26, 1999 had significant implications in various aspects. A virus program made of just a few lines by Taiwanese college students without any specific objective ended up spreading widely throughout the Internet, causing damage to 30,000 PCs in Korea and over 2 billion won in monetary damages in repairs and data recovery. Despite of such risks of cyber terrorism, a great number of Korean sites are employing loose security measures. In fact, there are many cases where a company with millions of subscribers has very slackened security systems. A nationwide preparation for cyber terrorism is called for. In this context, this research will analyze the current status of Korea's cyber security systems and its laws from a policy perspective, and move on to propose improvement strategies. This research suggests the following solutions. First, the National Cyber Security Management Act should be passed to have its effectiveness as the national cyber security management regulation. With the Act's establishment, a more efficient and proactive response to cyber security management will be made possible within a nationwide cyber security framework, and define its relationship with other related laws. The newly passed National Cyber Security Management Act will eliminate inefficiencies that are caused by functional redundancies dispersed across individual sectors in current legislation. Second, to ensure efficient nationwide cyber security management, national cyber security standards and models should be proposed; while at the same time a national cyber security management organizational structure should be established to implement national cyber security policies at each government-agencies and social-components. The National Cyber Security Center must serve as the comprehensive collection, analysis and processing point for national cyber crisis related information, oversee each government agency, and build collaborative relations with the private sector. Also, national and comprehensive response system in which both the private and public sectors participate should be set up, for advance detection and prevention of cyber crisis risks and for a consolidated and timely response using national resources in times of crisis.

• 한국HCI학회:학술대회논문집
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• 2006.02b
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• pp.480-486
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• 2006

본 연구는 대학생을 대상으로 사이버 강좌에서 사용되는 세가지 정보제시 유형에 따라 학습자의 학습 수행, 콘텐츠 만족도, 그리고 학습성취 기대감에 어떤 차이가 있는지를 알아보고자 하였다. 이에 공기펌프 작동원리, 브레이크 작동원리, 번개형성과정의 세가지 과제를 나레이션+텍스트(na+text), 나레이션+삽화(na+illust), 나레이션+애니메이션(na+ani)의 세가지 정보제시 유형의 콘텐츠를 제작하였다. 먼저 학습수행에 있어서는 브레이크 과제에서 정보제시 유형별 유의한 차이가 나타났으며 세가지 정보제시 유형 모두에서 na+illust, na+ani, na+text 조건 순으로 성취가 높았다. 번개형성과정에서도 정보제시 유형별 유의한 차이가 있었고, na+text, na+ani, na+illust 의 순으로 학습성취가 높은 것으로 나타났다. 콘텐츠 만족도에 있어서는 공기펌프와 브레이크 과제 모두에서 제시유형별로 유의한 차이가 있는 것으로 나타났으며, na+ani, na+illust, na+text 순으로 만족하는 것으로 나타났다. 학습성취에 대한 기대감도 공기펌프와 브레이크 과제 모두에서 유의한 차이가 있으며, 그 순서는 만족도와 동일하였다. 이 연구의 결과는 나레이션이 제공되는 3 가지 정보제시 유형의 콘텐츠를 학습함에 있어 학습과제와 학습과제 제시 유형에 따른 학습 수행의 차이를 확인할 수 있었다. 또한 이러한 학습수행 결과는 피험자의 콘텐츠 만족도와 학습 성취 기대감과는 다른 패턴을 보임으로써 정보제시 유형에 대한 평가와 실제 학습수행과는 차이가 있음을 시사한다.

• The Journal of Korean Association of Computer Education
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• v.18 no.1
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• pp.55-68
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• 2015

The purpose of the study is to examine a structural relationship among mobile self-efficacy, mobility, perceived ease of use, perceived usefulness, and intention to use of a mobile learning service using technology acceptance model. The result revealed that mobile self-efficacy, mobility had a direct effect on perceived ease of use. Second, mobile self-efficacy, mobility, perceived ease of use had a direct effect on perceived usefulness. Third, mobile self-efficacy, mobility, perceived usefulness had a direct effect on intention to use of a mobile learning service. However, perceived ease of use did not have a effect on behavioral intention of mobile learning service.