• Title/Summary/Keyword: 사이버 교육

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JAVA Based Design and Implementation of Web Lecture Authoring Architecture (JAVA 환경에서의 Web Lecture Authoring Architecture의 설계 및 구현)

  • Kwon, Ji-Young;Hwang, Hyo-Sun;Kang, Sook-Min;Cho, Dong-Sub
    • Proceedings of the KIEE Conference
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    • 1999.07g
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    • pp.2971-2973
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    • 1999
  • 본 논문에서는 사이버 교육의 시스템적 본질을 이해할 수 있도록 사이버교육시스템의 구축 현황을 살펴보고, 실제 JAVA환경(서블릿)에서 평가지원기능을 제공하는 Web Lecture Authoring Architecture를 설계 하였다. 사이버교육 시스템이 제공하는 기능은 크게 과목관리기능, 문제관리기능. 시험관리기능, 성적평가관리기능, 학생관리기능으로 분류할 수 있으며 기존의 사이버 교육 시스템 구축사례에 미흡한 문제은행기능 및 가상시험 기능을 포함하고 있다. Web Lecture Authoring Architecture는 웹을 기반으로 구축하였으며 C/S 환경에서 구축된 시스템과는 달리 Client에 별도의 시스템을 설치할 필요 없이 웹 브라우저만으로 인터넷에서 사이버교육을 제공할 수 있도록 설계하였다는데 의의를 가지고 있다.

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사이버 세계해사대학 설립에 관한 고찰

  • Jeon, Seung-Hwan;Mun, Seong-Bae;Jeong, Eun-Seok
    • Proceedings of the Korean Institute of Navigation and Port Research Conference
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    • 2013.06a
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    • pp.245-246
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    • 2013
  • 최근 들어 세계적으로 선복량의 급격한 증가로 인해 해기사의 수가 매우 부족한 실정이다. 해운선진국들은 해기사 확보를 위해 국가별 고유한 정책을 세우고 이에 대응하고 있다. 우리나라도 예외는 아니어서 해운선사별로 양질의 해기사수급을 위해 적극 노력하고 있지만 만족할 만한 성과는 거두지 못하고 있다. 이 연구에서는 현재 해운선사 및 해기교육기관에서 진행되고 있는 교육내용을 살펴보고 아울러 사이버 해기교육기관 설립을 위한 기초적 조사분석을 실시하였다.

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Study on cyberbullying among adolescent bystanders - focusing on the empathy of middle school students - (사이버불링을 목격한 중학생 주변인의 실태 및 영향 변인 연구)

  • Ko, Ahra;Choi, Saeeun
    • Journal of Korean Home Economics Education Association
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    • v.28 no.4
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    • pp.79-95
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    • 2016
  • This study aims to explore the reality of middle school students witnessing cyberbullying and their types of behaviors after witnessing and to examine the role of empathy affecting the behaviors of bystanders of cyberbullying. For this purpose, we collected the survey data from 595 middle school students in the Gyeong-Gi region. Results show that 61.2% of the respondents report the witness of cyberbullying, Among which cyber slander is the most common, followed by spreading false information, outcast, sexual harassment, and extortion. The behaviors of bystanders who witnessed cyberbullying are categorized into spectating, defending, agreeing, or doing nothing. When it comes to the role of the students' empathy, findings show that the 'empathic concern' and 'personal pain' -, parts of emotional empathic abilities, can significantly influence behaviors of cyberbullying bystanders. These findings not only call the attention to the seriousness of cyberbullying among middle school students, but they also suggest the implication that emotion empathy education is required along with emotion control education.

사이버 시대의 윤리 교육 : 청소년을 중심으로

  • 류나정;고석하
    • Proceedings of the Korea Society for Industrial Systems Conference
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    • 2002.06a
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    • pp.417-424
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    • 2002
  • 컴퓨터는 인간의 모든 꿈과 희망을 실현시켜 줄 수 있는 마법상자는 아니다. 정보화 시대라고 일컫는 현재, 정보의 가치를 더해주는 컴퓨터의 중요성은 날로 커지고 있는 반면 인간의 존엄성은 경시되고 있다. 많은 사람들은 요즘 사회가 커다란 도덕적 위기에 빠졌다고 걱정하지만 컴퓨터 사용과 관련된 윤리적 문제에 대해서는 심각하게 느끼지 못하고 있는 것 같다. 정보통신 기술의 발달에 따라 새로운 교육의 필요성이 대두되고 있다. 기존의 전통적인 교육방식에서 사이버 윤리 교육은 교과서 중심의 단편적인 교육이었기 때문에 학습자의 흥미를 유발하지 못하였으며, 교육자와 학습자의 상호작용이 부족하여 사이버 윤리 교육의 효과가 미흡하였다. 정보통신 기술의 발달에 따라 새로운 교육의 필요성이 대두되고 있다. 기존의 전통적인 교육방식에서 사이버 윤리 교육은 교과서 중심의 단편적인 교육이었기 때문에 학습자의 흥미를 유발하지 못하였으며, 교육자와 학습자의 상호작용이 부족하여 사이버 윤리 교육의 효과가 미흡하였다. 이런 관점에서 본 논문은 정보통신 시대가 수반하고 있는 사회적 영향력과 윤리적 이슈들에 대하여 좀더 교육적인 측면으로 접근해 윤리교육의 현황과 문제점, 그리고 체계적인 확산방안에 대해 살펴보았다. 본 논문에서는 사이버공간에서 윤리 교육을 받는 청소년들을 중심으로 그들에게 새로운 윤리교육의 한 형태인 사이버공간에서 관련된 문제들을 교육적인 측면으로 해결할 수 있는 방안을 제시하고자 한다. 그러나, 무엇보다 우리가 명심해야 할 것은 인간의 존엄성은 그 어떤 이유를 막론하고 존중되어야 한다는 사실이다. 검증되지 않은 스토리 보드에 의한 저작 단계로 바로 돌입하고 있는 것이 한국의 실정이라 하겠다. 따라서 본 프로젝트에 의해 개발 된 교수 설계 도구는 교육/학습 컨텐츠의 품질 보증을 위한 방법론인 교육 공학의 체제적 교수 설계 이론 Model (Instructional System Design Model), 특히 그 중에서도 이 분야의 사실상의 표준 이론(de facto standard)인 Dick & Carey 교수와 Gagne 교수의 인지주의 ISD Model을 기반으로 정교한 교수 설계와 코스 맵 설계를 가능하게 함으로써 학습 컨텐츠의 품질 보증 활동을 지원 할 수 있는 도구로 개발하였다. 특히 Linux 기반에서 PHP로 개발 함으로써 Platform에 구애받지 않은 사용 환경을 구현 하였으며 향후 많은 e-Learning Platform에 교수 설계 모듈로 장착 함으로써 기존의 e-Learning Platform들의 가치를 높일 수 있는 계기가 될 것으로 생각한다.실징후를 파악하는데 그치지 않고 부실의 원인을 파악하고 이에 대한 대응 전략을 수립하며 그 결과를 측정하는데 활용될 수도 있다. 따라서 본 연구에서는 기업의 부도예측 정보 중 현금흐름정보를 통하여 '인터넷기업의 미래 현금흐름측정, 부도예측신호효과, 부실원인파악, 비즈니스 모델의 성격규정 등을 할 수 있는가'를 검증하려고 한다. 협력체계 확립, ${\circled}3$ 전문인력 확보 및 인력구성 조정, 그리고 ${\circled}4$ 방문보건사업의 강화 등이다., 대사(代謝)와 관계(

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Analysis Effects for Cyber Group Consultation Using Video Based System (화상교육 시스템을 이용한 사이버 집단 상담의 효과 분석)

  • Nam, Yoon-Hee;Kho, Dae-Ghon
    • The Journal of the Korea Contents Association
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    • v.7 no.4
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    • pp.213-223
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    • 2007
  • In this paper, we carry out a cyber group consultation by means of the video-based education system, and verify the effects. For the verification of this study, two assumptions were set up. These assumptions were inspected by selecting 45 students of D elementary school located in a big city, and coming up with a test utilizing one of video-based education systems. Following up, a self-respect test form and a questionnaire were made to verify of the group consultation to the video-based education system, and by analyzing the test form and the questionnaire, the conclusion of this study was finally drawn. The conclusion gained through the process adove is as follows: It turned out that real-time video-based cyber group consultation promoted self-respect and enthusiastic participation of consulters as well as formed emotinal stability and a close affinity between the consultant and the consulter through active interaction. The results of this video-based education system operation will be helpful to broaden the area of elementary school cyber group consultation. Further, it is thought that it will contribute to the basic investigation to verify the educational effects of Multi-point imaging system in the run-up to the operation of full-scale real-time video-based education systems.

Development of Instructional Strategies and Contents by Cyber Education Types - Focused on Cyber Education for Employees of Health and Welfare (사이버교육 유형별 교수설계 전략 및 콘텐츠 개발 - 보건복지 종사자를 위한 사이버교육을 중심으로)

  • Jin, Sun-Mi;Song, Yun-Hee
    • Journal of Convergence for Information Technology
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    • v.8 no.4
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    • pp.205-211
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    • 2018
  • The purpose of this study is to classify appropriate content types according to the cyber education contents needed for employees of health and welfare and to develop contents based on specific instructional design strategies for each type. We divided the four types of content into instructor-led type contents, storytelling type contents, practice type contents, and case presentation type contents based on previous research and existing health and welfare cyber education contents. For each content type, a macro design strategies and a micro design strategies were derived, and contents were developed in accordance with the design strategies. Data were collected from 150 employees of health and welfare to analyze learning satisfaction. The average of learning satisfaction was 4.42. The results of this study will provide theoretical background and practical implications for the design and development of cyber education contents in health and welfare areas.

Study on validity verification of Korean version of DELES and its relationship with perceived learning achievement and cyber education satisfaction (한국판 원격교육학습환경척도의 타당도 검증과 지각된 학업성취도 및 사이버교육만족도와의 관계 연구)

  • Kim, Jungjoo
    • Journal of the Korean Data and Information Science Society
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    • v.24 no.1
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    • pp.63-72
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    • 2013
  • This study it to verify the validity of Korean version of DELES (distance education learning environment survey) and analyze its relationship with learning achievement and distance education satisfaction. The target population of this study is students of K cyber university and a total of 254 cases are used for the analysis. Exploratory and confirmatory factor analysis is applied to verify 6 factors of DELES and structural equation analysis is applied to examine the relationship between distance education learning environment and learning achievement and distance education satisfaction. The study result shows that DELES is composed of six factors such as instructor support, student interaction & collaboration, personal relevance, authentic learning, active learning and student autonomy and its model fits are appropriate. The result of structural equation analysis shows distance education learning environment significantly influences distance education satisfaction directly as well as indirectly mediated by learning achievement. Learning achievement also significantly influences distance education satisfaction. Conclusions and implications are followed.

An Evaluation Study on the Effectiveness of National Cyber Crime Prevention Education Program: Based on the CIPP Model (CIPP 모형을 활용한 사이버 범죄 예방 교육 프로그램 평가에 관한 연구)

  • Jeong, Hwan-su;Woo, You-ran;Lee, Choong C.
    • Journal of Digital Convergence
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    • v.17 no.2
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    • pp.9-18
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    • 2019
  • This study investigates the factors affecting the educational satisfaction and the transfer of learning of cyber crime prevention education students in order to confirm the effectiveness of the current education. Based on the CIPP model, we confirmed whether the level of social demand and the level of knowledge in the context evaluation, recency of subjects in the input evaluation and interaction in the process evaluation affect the educational satisfaction and the transfer of learning of the students by conducting the survey for the students. As a result of analysis, it was proved that the level of knowledge, recency of subjects and interaction had a significant relationship with the educational satisfaction and recency of subjects, interaction and educational satisfaction significantly affect transfer of learning. Based on the findings, this study provides a few constructive suggestions to improve the effectiveness of the cyber crime prevention education program.

A Study on the Factors Influencing the Learning Satisfaction of Records Management Cyber Education (기록물 사이버교육의 학습만족도 향상을 위한 영향 요인 연구)

  • Na, Kyeongwon;Chang, Wookwon
    • Journal of Korean Society of Archives and Records Management
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    • v.22 no.1
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    • pp.61-82
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    • 2022
  • This study aims to investigate the factors influencing the learning satisfaction of records management cyber education that is opened and operated by the National Archives of Korea, as well as to improve the quality of cyber education program. Cyber education consisted of an introductory course, an intensive course, and a liberal arts course. As the major factors for learning satisfaction, "validity of content structure, interaction between professors and learners, learning motivation, active learning attitude, ease of use environment, and level of organizational support" were set. An online survey was conducted on the learning satisfaction according to the curriculum of each course. The survey was conducted to 107 institutions with specialized records management personnel, and additional in-depth interviews were also conducted. The survey analysis consisted of factor analysis, independent sample T-test, analysis of variance (ANOVA), correlation analysis, and multiple regression analysis. As a result of the study, the factors influencing learning satisfaction were found in the order of interaction between professors and learners, learning motivation, and validity of content structure.

Analysis on Pre-service and In-service Teachers' Participation in Cyber Education (예비교사와 현직교사의 사이버교육 참여 경험 분석)

  • Jo, Mi-Heon;Lee, Ok-Hwa
    • Journal of The Korean Association of Information Education
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    • v.9 no.2
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    • pp.197-208
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    • 2005
  • For the wide spread of cyber education, it is important to understand the instructional characteristics of cyber education and its applications in the educational sites which help to cope with the practical needs and problems. This study was conducted to analyze the experience of cyber classes(working hours, tasks and evaluation, satisfaction level and instructional effectiveness, suggestions for cyber education) and use of instructional methodology (instructional activities, interaction frequencies, cooperative learning activities, instructional activities toward knowledge building). The data was collected from pre-service teachers(403) and in-service teachers(318) in June 2004. The results were that pre-service and in-service teachers all consider the satisfaction level and academic achievement level of cyber classes lower than that of FTF classes. Particularly the boring presentation of instructional materials and the inadequate instructional strategies for cyber classes were the biggest complains, and lack of interaction among peer groups and with instructors, lack of learning opportunity for cyber instructional strategies, limited group activities, lack of interaction with experts were followed. Limited types of evaluation also showed that cyber classes focus on results more than the process of students' academic achievement.

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