• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.253-258
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• 2010

지식정보화 시대에서 정보는 사회적 부를 창출하는 수단이며 그 자체로서 가치를 지니기도 한다. 하지만 사회적 약자인 장애인들은 정보접근과 활용에서 소외되고 있다. 이를 해결하기 위해 웹접근성을 향상시키는 것이 중요한 문제이다. 이에 본 논문에서는 웹접근성의 의미와 u-러닝의 의미, 그리고 u-러닝이 주는 학습적 효과를 알아보고 u-러닝 콘텐츠에 웹접근성을 향상시켰을 때 얻을 수 있는 이점에 대해 알아보고자 하며, 장애인의 웹접근성을 향상시키는 u-러닝 콘텐츠를 개발하는 데 목적이 있다. 본 연구에서는 다음과 같은 제안을 한다. 첫째, 시작장애인을 위한 보조기능이 존재해야 한다. 둘째, u-러닝 콘텐츠의 색채구성에 유의해야 한다. 셋째, 청각장애인을 위한 서비스를 제공해야 한다. 넷째, 장애인에게 적절한 모바일 기기를 선택해야 한다.

• The Journal of Korean Association of Computer Education
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• v.13 no.3
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• pp.47-54
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• 2010

The purpose of this study is to improve expertise and substantiality of teachers by analyzing the level of satisfaction and the needs assessment of e-learning instructional contents on vocational subject at vocational high school. For the above purpose, we carried out a questiones to the 126 teachers and the 646 students in the second and the third grade of vocational high school. As a result, even though teachers knew the e-learning contents, they does not actively use the e-learning contents in class. They feels in need of contents which are able to be reconstructed. Students also prefer the contents focused on problem-solving to prepare for the national academic aptitude test and indirect experiences through simulation ways.

• The Journal of the Korea Contents Association
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• v.13 no.11
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• pp.1014-1023
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• 2013

Rapid developments of Information and Communication Technologies(ICT) have made people learn with online contents allowing learning at onilne universities. The environments of offering educational contents at online universities differ from those at offline-based ones, so that alternative variables need to be considered in order to enhance learning effectiveness in online settings. In this study, the effects of Self-Regulated Learning(SRL) and motivation on learner-instructor interactions and academic performance in an online university were addressed. As a result, SRL and motivation not only directly affected both interactions and achievements, but also indirectly affected achievements via interactions. Also, learner-instructor interactions were directly effective on learning achievements. The implications of the research included comprehensive understandings of the structural relationships of teaching- and learning-related variables on learning. Suggestions were made based on the results.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2008.11a
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• pp.55-58
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• 2008

IPTV 기반의 이러닝 마켓플레이스는 IPTV를 통한 이러닝 서비스 제공을 하기 위한 교육 콘텐츠 공급자와 수요자간의 마켓플레이스로써, 이는 양방향 매체 하에서의 이러닝 서비스로써 많은 관심의 대상이 되고 있으며, 방송통신융합의 초기 단계에서 IPTV는 다양한 콘텐츠와 서비스 모델의 개발을 통하여 그 효용성을 높이는데 기여를 할 수 있을 것이다. 본 논문에서는 IPTV기반의 이러닝 마켓플레이스에서 핵심적인 프레임워크를 구성하기 위하여 이러닝, e-마켓플레이스, IPTV에서의 특징과 기존의 이러닝 마켓플레이스들의 기능을 매트릭스를 통한 비교분석으로 기본요소를 추출하고, 이를 통하여 프레임워크를 구성한다. 또한 비즈니스모델 개발을 위하여 비즈니스모델설정, 참여자/역할, 제품/서비스 커버리지, 운영시나리오, 수익모델을 작성하고 이를 통하여 실제적으로 비즈니스모델의 구현이 가능한지를 검증한다.

• Journal of the Korea Society of Computer and Information
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• v.25 no.9
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• pp.183-191
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• 2020

Many learners are encountering e-Learning contents with smart devices and contents provides are carefully observing learners' reuse intention and behavior. Therefore, this study investigated the effect of e-Learning content platform characteristics on reuse intention for 200 users with smartphone-based e-Learning experience. The results show that the characteristics affecting reuse intention are content quality, interactivity, and ubiquity. Moreover, for men, only interactivity affects reuse intention, and for women, ubiquity and content quality affect reuse intention. When using smartphone-based e-Learning for less than an hour a day, only content quality affects reuse intention. On the contrary, ubiquity, convenience, and interactivity influence reuse intention when learning for more than one hour. Our results suggest meaningful implications that how e-Learning companies change their smartphone-based platform business strategy and how they utilize its key factors.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.221-226
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• 2007

군 복무 중 이러닝을 통해 군 장병의 자기 계발을 돕기 위해 정부는 군 이러닝 포털시스템을 구축하였다. 본 연구에서는 군 이러닝 포털 시스템을 통해 다양한 교육용 콘텐츠를 제공하기 위해 교육용 콘텐츠에 대한 메타데이터를 설계하였다. 군 장병들이 원하는 콘텐츠와 이를 표현하는 방법에 대한 설문 조사를 통해 요구 분석하였으며, 이를 토대로 분류 체계와 분류 항목을 선정하였다. 이러한 분류 체계와 분류 항목을 KEM과 SCORM과 같은 국내 외 콘텐츠 표준화 규격을 참조하여 교육 콘텐츠 메타데이터로 설계하였다.

• Journal of Digital Convergence
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• v.13 no.3
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• pp.11-18
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• 2015

After entering a convergence era, South Korea Government has enacted and announced the Standard Contract on the e-Learning Content Development Project, a year and eight months has passed. Nevertheless, there has been continued still the unjust and unreasonable contract practices issues raised by project owner in the e-Learning industry. This study investigated application status of the Standard Contract via FGI and questionnaires and suggested its improvement alternative. This study analyzed that the Standard Contract has not taken root at all in ordering of the e-Learning content development project and not reaped the effect. This study presented alternatives such as mandatory application of the Standard Contract, education and outreach, introduction of the monitoring system, certification system implementation, granting of additional points in the evaluation of agencies and CEO and etc. to that standard contract is settled as the government's intentions and objectives in the e-Learning industry field.

• Management & Information Systems Review
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• v.32 no.3
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• pp.173-188
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• 2013

I guess that e-learning buying behaviors have some selection criteria which are interactivity, contents quality, perceived usefulness, and corporate reputation. And I propose that the effects of selection criteria on adaptation intention are moderated by buyer-user status. To accomplish research purpose, I conducted a field survey with a self-administered questionnaire in both user-buyer and analysed the causal relations among the variables by regression analysis. Findings are these. In all of the customer, interactivity, perceived usefulness, and corporate reputation had positive effects on re-attending intention to another e-learning class. In case of users(students), interactivity, contents quality, and perceived usefulness had positive effects, but buyer(parents) showed both perceived usefulness and corporate reputation had positive effects on re-attending intention.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.476-484
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• 2013

The purpose of this study was to analyze the quality of 67 kinds of e-learning contents in an attempt to boost the effectiveness of distance teacher training. As a result of analyzing, the e-learning contents were rated highest in terms of 'training content,' followed by 'instructional design,' 'teaching & learning strategies,' 'evaluation' and 'interaction.' The scores of 'teaching & learning strategies,' 'evaluation' and 'interaction' were below 80 that was the standard of quality certification. In mean comparison(ES) of contents quality level between certified contents and non certified contents, 'instructional design' had the largest ES(effect size), followed by 'teaching & learning strategies,' 'evaluation'. In the analysis of evaluation factors, most of factors had a large effect such as 'webpage layout', 'selection of instructional design'. The findings of the study are expected to suggest what improvements should be made in the development of e-learning contents for distance teacher training.

• Journal of The Korean Association of Information Education
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• v.24 no.6
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• pp.623-631
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• 2020

In the era of COVID-19 global pandemic, e-learning has become new standards and daily life in the name of 'new normal'. This study developed dialogue e-learning contents as opposed to monologue e-learning which is unidirectional and instructor centered and conducted qualitative user experience evaluation of dialogue e-learning contents. A total number of 20 adult students participated and were individually interviewed. Qualitative data analysis was performed. The findings include students' positive perceptions of dialogue e-learning contents such as empathy for various ideas and new format. With regard to personal preference, 55% of participants preferred dialogue e-learning contents because it enables them to focus and share real experiences. Meanwhile, in terms of learning effects, 60% participants selected monologue e-learning contents and mentioned adequate explanations of concepts and explicit information delivery. Based on the results, suggestions on the design and development of dialogue e-learning contents were presented.