• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2012.05a
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• pp.413-416
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• 2012

The information technology such as personal computers and the internet has become a critical factor in forming a common and popular culture over the last few decades. Those technical inventions have transformed the educational environment. In the past, the only way to get an education was for students to attend schools or private institutions by themselves. In contrast, the internet enables people to learn from a distance by using cyber-education courses and many e-learning contents are provided. Based on those infrastructures, students can be educated in a convenient and flexible way without totally depending on attending school. The purpose of this paper is to examine what the effect of cyber-learning at home is, and to analyse what the problem is? Lastly, this paper also suggests measures to alleviate the adverse effects of it.

• 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.

• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.205-218
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• 2007

This study investigates the reasons of dropout in a survey of 348 dropouts from a cyber university located in Seoul, Korea. Most common reasons are time constraints due to work or family-related needs. Difficulties in adjusting to online learning environment and uncertainties regarding the value of a cyber university degree also played important roles. Drop-out students who pointed to these two reasons also suffered from lack of communication and interaction with other students and professors. Efforts to address these issues are in order as well as the development of time-efficient learning strategies and financial aids.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2005.10a
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• pp.165-174
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• 2005

본 논문에서는 2개의 오프라인 기반의 사이버대학과 2개의 순수 온라인 기반의 사이버대학을 대상으로, 각 대학의 이동성매체 도입의 차이점과 해당 대학의 학습자와, 교수자의 이동성매체를 통한 서비스 요구사항들이 정보제공자와 어떠한 격차를 보이는지에 대한 요구격차분석을 수행하였다. 이를 통해서, 이동성매체 도입에 따른 서비스 요구를 범주화하고 사이버대학의 이동성매체 도입 유형모델을 제시 하였다. 심층면담에 근거한 질적 연구 방법을 통해서, 사이버대학의 이동성매체 도입에 대한 교수-학습자와 정보제공자 간의 서비스 요구를 9가지 범주(컨텐츠 품질, 적시적 인포메이션 서비스, 교수학습자간 커뮤니케이션, 저작권 문제, 서비스 접근성, 서비스이해도, 서비스 선호도, 서비스 표준화, 교수-학습자와 정보제공자간의 컨센서스)로 도출하였다. 또한 인터뷰 결과의 분석을 통해서, 4개의 사이버대학이 중요시 하는 서비스 요구의 범주가 상이한 것을 확인할 수 있었다. 이를 토대로 사이버대학의 이동성매체 도입의 유형을 '요구적극 반영형', '신중도입 검토형', '경쟁적 도입 반영형', '요구소극적 반영형'으로 분석하였다.

• 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.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.51-59
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• 2010

Many of learners in cyber universities have experienced the difficulties of learning and participation because they have never participated courses of cyber universities before. One of main reasons why they have experienced the difficulties was that they might have not received systematic guidances of university system as well as learning supports, depending on their readiness of e-learning. Otherwise, they may have lack of supports frequently and finally, fail to graduate. However, few studies were conducted to investigate the e-learning readiness of freshmen and enrollees in cyber universities. The purpose of the study was to analyze the e-learning readiness and learning activities of freshmen and enrollees of A cyber university and to support them more systematically and get them to succeed in studying. In the results, there were no differences between the freshmen and enrollees in basic competencies of cyber learning as well as interaction, task performance, and learning methods.

• The Journal of the Korea Contents Association
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• v.2 no.1
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• pp.1-6
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• 2002

It is rising to Web service from the rapid supply of the computer, from the basis of Internet, and virtual learning which is the best use of Web is very important teaching instrument. This study was design and embody of the cyber teaming system that teaching of the specific character in mathematical fed and improving to learn-depression-student through driven out sever & client in Web, and the student direct take part in teaming through the Web data base system environment and using multimedia than abstract conception.

• Journal of the Korea Society of Computer and Information
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• v.13 no.1
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• pp.243-251
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• 2008

The cyber classes of an e-Learning system have been considered as one of the important form of education. Especially. some of non-major(liberal arts and science) and major subjects are held in cyber classes. However, there is no or little study of effectiveness and function for the students' position. In this study, we analyzed log files in the e-learning system. and classified login and learning hour patterns of students. who were enrolled in the cyber classes. into hourly pattern in a day, daily pattern in a week, and weekly pattern in a semester. We proposed general ideas to improve effectiveness and function of current e-learning. Over 50% of logins were for less than 30 minutes learning and there is wasteful use of e-learning system resources.

• Proceedings of the Korea Information Processing Society Conference
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• 2020.11a
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• pp.800-803
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• 2020

실 환경 로봇에 강화학습을 적용하기 위해서는 가상 환경 시뮬레이션이 필요하다. 그러나 가상 환경을 구축하는 플랫폼은 모두 다르고, 학습 알고리즘의 구현에 따른 성능 편차가 크다는 문제점이 있다. 또한 학습을 적용하고자 하는 대상이 실세계의 하드웨어 사양이 낮은 스마트 로봇인 경우, 계산량이 많은 학습 알고리즘을 적용하기는 쉽지 않다. 본 연구는 해당 문제를 해결하기 위해 Unity3D에서 제공하는 강화학습 프레임인 ML-Agents 모듈을 사용하여 실 환경의 저사양 스마트 로봇에 장애물을 회피하고 탐색하는 모델의 강화학습을 적용해본다. 본 연구의 유의점은 가상 환경과 실 환경의 유사함과 일정량의 노이즈 발생 처리이다. 로봇의 간단한 행동은 원만하게 학습 및 적용가능함을 확인할 수 있었다.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.65-76
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• 2008

Since Cyber Home Learning is an e-learning system promoted with policy goals of reducing private tutoring costs, solving gaps among regions, and improving scholastic attainments, preceding researches to verify its effects have been developed of evaluation standards focused on achievement of its policy goals rather than educational goals. The evaluation standards suggested in preceding researches have limitations in clearly reviewing Cyber Home Learning's effects by teaching-learning activities factors and Cyber Home Learning's improvement related to teaching-learning activities. Therefore, an evaluation model capable of analyzing effects of Cyber Home Learning from pedagogical aspect is required. The goal of this paper is to design pedagogical evaluation model according to teaching-learning activities factors and analyze effects of Cyber Home Learning. For the goal, researches from Korea and abroad related to Cyber Home Learning have been examined, pedagogical evaluation model was designed according to teaching-learning activities factors, and the model was then experimented through survey and in-depth interview on students who used Cyber Home Learning. It is expected that results of this paper can be used as a basic data to improve quality of Cyber Home Learning service for teaching-learning activities, and will contribute to establishment of more developmental Cyber Home Learning policy in the future.