• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2007.10a
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• pp.687-690
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• 2007

Opening and participation, blog that mean public ownership, 2.0 series with UCC etc.. etc. is popularized to supply spread of latest web 2.0 technologies. While e-Learning was speaker initiative, lean much to elder brother knowledge last month and real condition that participation of learners is inactive in this running race meantime, e-Learning 2.0 that apply web 2.0 know-hows is offering environment that can spring this boundary. Because e-Learning applies well web 2.0, necessity of development of this running race 2.0 systems is risen with participation of learners and public ownership. e-Learning 2.0 may improve each other efficiency of study epochally exchanging studying method or know-how, information, summary notebook etc. with participation and public ownership.

• The Journal of Korean Association of Computer Education
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• v.19 no.1
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• pp.87-100
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• 2016

This study has examined the structural relationship among factors related to the effects of flipped learning using the structural equation modeling. Two hundred thirty-six middle school and high school students were participated in this study. This study's results are as follows. First, looking through how much the flipped learning variables affect achievement, motivation affects achievement the most, and then interaction, participation come next. Second, looking through how much the flipped learning variables affect personality, interaction affect personality the most, and then teaching attitudes come next. Third, as a result of verifying the research model, the hypothetical model indicating relationship among motivation, participation, teaching attitudes, interaction and achievement, personality is valid.

• Electronics and Telecommunications Trends
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• v.20 no.1 s.91
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• pp.139-146
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• 2005

폭발적인 정보의 흐름 속에 놓여 있는 지식정보화 시대에서는 필요한 정보를 선택하고 가공하여 새로운지식의 창조, 전달 및 확대 재생산 할 수 있는 능력이 요구되고 있다. 지식정보화 시대가 필요로 하는 창의적 인재 육성을 위한 새로운 교육 형태와 패러다임으로 e-러닝이 유력한 솔루션으로 부각되고 있다.e-러닝은 교수자 중심의 일방향 교육이 아닌 학습자가 시간과 장소에 구애받지 않고 필요한 학습을 하는 양방향 교육 방식이나, 현재까지는 학습 콘텐츠의 단순 반복 학습에 그치고 있어 기존 교실 수업 방식에 비해 학습효율이 떨어지는 점이 이 분야 발전의 장애요소가 되고 있다. 이에 대한 해결책으로 온라인상에서 학습 과제를 여러 명의 학생들이 상호 의존하여 공동으로 해결함으로써 학습 목표를 달성하는 형태의 협력 학습에 대한 연구가 활발히 진행되고 있다. e-러닝 협력학습에는 단순히 학생들을 그룹화하여 함께 학습하도록 하는 것은 교육 효과면 에서 비효율적일 수 있으며, 학생들의 자발적인 참여와 협력을 유도할 수 있는 교수모형을 적용하여야 하며, 개인의 책임감을 근간으로 한 상호 의존적 과제 해결 활동이 이루어져야 한다. 본 고에서는 협력 e-러닝 학습을 위한 연구사례와 기술 동향들에 대해 살펴본다.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.251-257
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• 2010

Integrated education is an ultimate goal of education for the disabled students. Thus, it is very important to let the disabled students participate in integrated class actively and vividly. The purpose of this paper is to propose design principles to allow the disabled students to participate in integrated class actively using mobile learning concept. Our design principles have the following characteristics. First, students can participate in class anytime anywhere. Second, the design principles are made for social class of the disabled students.

• Journal of Korean Electronics
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• v.27 no.2
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• pp.32-33
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• 2007

• Journal of the Korea Society of Computer and Information
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• v.14 no.5
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• pp.201-209
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• 2009

RThe main object of this study is to stipulate the relation between e-learning characteristics and e-learner's scholastic performance through the integrated study model of perspective of educational technology and information technology. Using e-learning system quality, e-learning contents characteristics and interaction as independent variable, e-learner's scholastic performance as dependent variable and learning motivation as mediator, this study has examined the relationship among these variables. Two hundreds and twelve undergraduates in cyber university participated in the survey and filled out questionnaires related to this study. The main results are as followed. First, content's quality, technical quality and the support of school affairs have a significant effect on the e-learner's scholastic performance. Second, Learning motivation plays a partial mediating role in the relationship between e-learning characteristics and e-learner's scholastic performance. The meaningful implication of this study is that to improve e-learner's scholastic performance, we have to offer e-learners more customized various learning plans, learning contents and interaction between e-learners and e-learning systems.

• Digital Contents
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• no.11 s.126
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• pp.116-118
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• 2003

미국의 ADL(Advance Distributed Learning)에서 제안한 스콤(SCORM; Sharable Content Object Reference Model)은 2000년 미국 국방부에서 발주한 6억달러에 이르는 e-러닝(e-Learning) 구축 입찰 계약에서 가이드라인으로 쓰여졌다. 용역 입찰 제안서에 스콤을 기초로 해 e-러닝 시스템을 구축하겠다는 내용이 명시돼야만 입찰에 참여할 수 있었던 것이다. 현재 제안된 e- 러닝 기술표준안들에 대한 국제인증 여부와 관계없이 e-러닝 실수요자 및 공급자의 움직임에 따라 이러한 추세는 향후 더욱 확대될 전망이다. 이 글에서는 실질적인 국제 표준으로 가장 근접해 있는 스콤의 내용 및 기술적 특징에 대해 설명하고자 한다.

• The Journal of the Korea Contents Association
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• v.14 no.9
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• pp.598-612
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• 2014

The present study is aimed at inquiring into the meaning of experience of action learning program for adult learners who participated in action learning program of H financial company which was carried out as a means of corporate training. The goal of study is to examine the essential factors of action learning program impacting on the increase of motivation for learning and the improvement of job-related problem-solving ability of the learners who participated in the learning as well as on the increase of motivation for learning and the improvement of job-related problem-solving ability among the components of action learning program. As for research method, 3 main questions and 15 sub-questions about motivation for learning, job-related problem-solving ability, and components of action learning were prepared for 9 learners who participated in the action learning program, and then focus group interviews (F.G.I) were conducted. The results show that action learning program increased motivation for learning by combining concentration of attention and relevance to job, and the degree of organization of learning team was a key element to improving motivation for learning. Also, through development of alternatives and planning/execution, it impacted on improving job-related problem-solving ability of participants. And the interest and support of the administrator were key elements to improving job-related problem-solving ability. In conclusion, the results show that action learning program in corporate job training activities improves motivation for learning of the participants. Therefore, in order to improve job-related problem-solving ability of the participants in job training, more focus should be put on concentration of attention and reinforcement of relevance to the job and more interest and support should be given to organization of appropriate learning teams among components of action learning program. Along with this, the administrator needs to grasp participants' awareness of problems and pay attention and give support to the participants to enhance the performance of planning/execution.

• Journal of Digital Convergence
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• v.17 no.12
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• pp.1-11
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• 2019

The purpose of this study is to investigate factors influencing educational performance and mediating effects of learning presence in the university flipped learning classroom. For achieving this purpose, self-regulation, learning presence, and collaborative preference were selected as learner variables, and perceived academic achievement and learning engagement were selected as variables for educational performance. To investigate causal relationships among the variables, 39 university students who took 16 week course flipped-learning class participated self-reported survey. Collected data were analyzed by multiple regression and mediation analyses. The results were as follows: first, learning presence and self-regulation affected learning engagement, and moreover, the learning presence mediated between self-regulation and learning engagement. Second, only learning presence affected perceived academic achievement. Therefore, various strategies for effective flipped learning should be considered, and well-designed classroom activities that can promote learners self-regulation, learning presence, and learning engagement are needed to successful flipped learning.

• Proceedings of the Korea Information Processing Society Conference
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• 2015.04a
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• pp.915-917
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• 2015

최근, 이러닝에 대한 관심이 높아지는 가운데, 일반 교육뿐만 아니라 음악 교육에서도 기존의 일대일 레슨방식이 아닌 인터넷을 매개체로 한 원격 교육 시스템이 등장하고 있다. 이전의 일대일 음악교육방식에 비해 이러닝 레슨은 이동시간의 절약과 자율적 선택에 의한 교육 참여로 피아노 교육의 효율성을 증대시킨다는 장점이 있다. 본 논문에서는 이러닝 시스템을 개발하기 위하여 현존하는 음악 이러닝 시스템 중 교육 효과가 가장 좋은 세가지 음악 교육 콘텐츠를 비교 분석하고자 한다.