• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.1
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• pp.43-51
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• 2019

This research proposed the necessary capability of cyber security professional personnel for cyber security education and training. Cyber security professional personnel were required specialized capability because the curriculum of cyber security education and training is structured around practice and training. Based on the knowledge, skills, and attitudes of professors, we derive candidate capabilities and index through the results of precedent research. As a result, we derived capability such the candidate capability group as teaching qualification, expert knowledge, practical ability, lecture ability, and research ability, and detailed capability index was derived accordingly. Finally, based on the questionnaire results of the professors related to the information security, it was determined that the capability required for the cyber security education and training professional personnel were expert knowledge, practical ability, and lecture ability. Among the capabilities, executive ability means that they have to fulfil abundant executive experience due to the high proportion of practical training due to the characteristics of cyber security education and training.

• Journal of Information Technology Applications and Management
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• v.13 no.3
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• pp.89-105
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• 2006

Information revolution shifted the meaning of education from traditional face-to-face education to technology integrated virtual one, namely cyber education. A new way of education, however, has not constituted its methodological standards either performance measurement scheme. The study probes the critical factors that influence students' achievement and satisfaction especially in the cyber education environment. Using hierarchical regression, important factors for students' achievement and satisfaction in the management education environment are presented. The results indicate that students' individual characteristics are relatively less influential for cyber education success. Rather, institutional supports including provision of in-depth interaction among students and with the instructor are more critical. We can infer that cyber education essentially requires three factors: in-depth interactions with instructor collaborative environment among peer students technical support from the institution.

• Convergence Security Journal
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• v.19 no.4
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• pp.13-22
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• 2019

The purpose of this study is to suggest the educational system and direction of cyber operations officers of non-cyber operations forces who do not specialize in cyber operations. In order to carry out cyber operations as a joint operation, non-Cyber Operations officers must also know about cyber operations, but there is no education system for them at present, Since there is almost no previous research on this, research in the relevant field is necessary. Therefore, the education system was developed based on the prior literature review, that is, the education system, that is, the necessity of education, the object of education, the goals and contents of the education, and the curriculum. In addition, the relevant experts confirmed the validity of each item with Delphi method, and as a result, some improvement was needed, but it was shown to be suitable as a whole. In addition, detailed educational program development can be developed based on this in the future.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.119-140
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• 2009

This paper examined its possibility and made its new definition by finding relevant bases in order to make a close inquiry into its Identity and direction at this point when cyber-based gifted education academy is established and operated again by its necessity And 4 models which can be used in special education for the gifted were developed making a link with special education for the gifted by collecting and re-classifying cyber educational methods developed by basic research as priority of the educational method which is considered to be the most urgent issue in practical cyber learning. It is a project-type cooperation education model, an information collection-type research education model, a community-type discussion education model, and a problem focus-type e-PBL education model. To apply developed leaching-learning models to reality, students at gifted education academy in Gyeonggi Cyber Gifted Province were imputed models in different ways respectively for 4 months. As a result of analysis and statistical data of activity level and satisfaction level of students who participated in learning activity, it appeared that high level of satisfaction and active activity level were induced compared to the previous method based on tasks. It is expected that this paper will provide the bases when each cyber-based gifted education academy plans operation plan later on, and it will provide proper methods when cyber guidance teachers plan class activities.

• The Journal of Korean Association of Computer Education
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• v.4 no.2
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• pp.155-163
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• 2001

This study aims to suggest a evaluation methodology of cyber-education. In spite of rapid development of information technology for cyber-education, there are few research of evaluation methodology in cyber-education environment, we suggest a definition of criteria and a methodology of system solution selection for cyber-education system. Considering an interdependent relationship among criteria, we shows a process of an evaluation method or a selection method for evaluation of cyber-education system solution through an example.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.24 no.12B
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• pp.2225-2232
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• 1999

We designed the template system for cyber education, which is a software infrastructure for knowledge information society. First, we defined the common functions of our system based on the design principles of cyber education and working results of international standardization group. Second, we think that template system will make a big role in order to deploy the cyber education system. Therefore, we designed the template system for cyber education. Our designed template system is able to implement cyber education system easily such as normal education, technical education, re-education, private education etc. Therefore, This paper describes the practical use environment, configuration of system components, design technique, expected effects on our cyber education template system.

• Educational Technology International
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• v.6 no.2
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• pp.1-9
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• 2005

Starting with analyzing the development of cyber-education in China, this article discusses experiences and lessons acquired through making reflections on the following aspects: technology vs. pedagogy, the degree education vs. non-degree education, resource exclusivism vs. resource inclusivism, mono-service system vs. multi-service system, and educational quality vs. economic profit. Finally, the paper puts forward some suggestions on the future development of cyber-education in China.

• The Journal of Korean Academic Society of Nursing Education
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• v.9 no.2
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• pp.212-221
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• 2003

The purpose of this study was to evaluate the effects and define the educational strategies of the cyber education offered to students for Bachelor of Science degree program(RN-BSN). The participants in this study were 67 students in two courses, Growth and Development, and Nursing Process. The main components of the cyber classes were the electronic board and on-line discussion board. The study was conducted from March 4, 2001 to July 23, 2001 at Y University in Seoul, Korea. To examine the effects of the cyber education, learning motivation, and learning satisfaction were measured by questionnaires to the students before the initial class and after completing the class. Learning achievement was measured by the grades for each course. The data were analyzed using frequencies, t-test, and paired t-test. The specific results of the course evaluation were compared and analysis was done to examine differences between traditional classroom teaching and cyber teaching. The study results are as follows: 1. There were no significant differences on total scores for learning motivation between pre-cyber education and post-cyber education. However, there were significant decreases in the post test compared to the pre test for the items, ' I'd like to get as high a score as possible compared to other students (t=-2.20, p=.03)' and ' I'm sure to acquire good grades(t=-5.22, p=.00) '. 2. The average score for learning satisfaction using cyber education was high at 3.52. 3. To define learning achievement using cyber education, grades for students taking cyber classes this year were compared to student grades for a class using traditional lassroom teaching last year. The score was significantly higher for classroom students in the 'Growth and Development' course (t=-3.5, p<.001), and the score was significantly higher for the cyber education students in the 'Nursing Process' course (t=4.3, p<.000). 4. The average of post scores on computer competency was significantly higher on six items, general knowledge about computers, data management and data research, ability to communicate using computer, and internet surfing. On the basis of the above findings, this study suggests that cyber education in nursing courses is effective and readily available. However, it is recommended that consideration be given to characteristics of the course when developing cyber education programs for nursing courses.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.116-124
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• 1999

Cyber education and teacher training is the distance training program which is operating in the Korea National University of Education for teachers and citizen. In this paper, we suggest a model for establishing legal basis of cyber teacher training, by analyzing laws and processing-laws in the parliament and cyber teacher training institutes. The model contain 'The Rule for Operating CTTI(Cyber Teacher Training Institute)', 'The Rule for Using CIT Systems', 'The Rule for Operation CIT'.

• The Journal of Information Systems
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• v.13 no.1
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• pp.21-38
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• 2004

Along with the advance of Information technology and the introduction of the information era, cyber education through the internet has been activated in universities and private educational organization. However, most cyber education is not being practically applied in government employ. This study looks at the influential factors of cyber education in order to create a cyberspace where the public official can obtain information at a place and time convenient to them. This will provide a chance to activate cyber education effectively. The hypothesis was approved through multiple regression analysis was executed in order to explain and predict the relationship between influential factors and cyber education effects. The results of the study show the influential factors of education effect as follows: - the instruction design and contents factors such as interesting educational contents, interaction between leamers and teacher, and positive instruction, all had an important influence. - the learner factors, such as a desire to leam, motivation, and interest in the lesson, also had a significant influence. - the environmental factors such as systematical basis and support, atmosphere, and consideration of others had a large effect on the education effect.