• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.253-265
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• 2008

Recently the cyber home learning system is executed throughout the country as a part of educational policies to reduce expenditure on private education and to promote educational welfare for alienated classes. Thus, in order to examine the effectiveness of the cyber home learning system, we conducted an online questionnaire survey with elementary and secondary students, cyber teachers under the OO Office of Education. According to the results, overall satisfaction with the cyber home learning system and its effectiveness were found high. In addition, what were required for more effective the cyber home learning system were expanding the execution of unit school learning, strengthening teacher training, increasing incentives for cyber teachers, intensifying campaigns for the cyber home learning system, providing various types of information and contents of education, and activating learning activities such as community, message and chatting. This study is expected to be a steppingstone to the settlement of more effective the cyber home learning system.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.281-290
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• 2009

The objective of this study is to survey user status of the cyber home learning system and to find the plans to enhance the level of user satisfaction ultimately. For this, online questionnaire research was conducted for 7,911 students in cyber home learning system under the Office of Education in D region and 582 teachers that participate on the cyber home learning system. Based on this, the plans to enhance the level of user satisfaction of cyber home learning system was induced.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.27-46
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• 2008

This research aimed to find out what kind of effects cyber home learning system has on the 7th educational system elementary school students in grade 6. Specifically, the effects on the students' mathematics learning achievements and mathematical disposition. The following items were established for the research objective. First, analyze what effects using the cyber home learning system for studying mathematics has on mathematics learning achievements. Second, analyze what effects using the cyber home learning system for studying mathematics has on mathematical disposition of the students. The following results were obtained from the analysis. First, the students who were subjected to the cyber home learning system showed improvements in mathematics learning achievements compared to those who weren't. Furthermore, the students who were subjected to the system on mathematical program showed greater improvements than those who were subjected to the system on social program. Second, the experimental group that was subjected to the system, when compared with the comparison group 1, was shown to have positive, statistically-significant effects on mathematical disposition. Moreover, though effects weren't statistically significant when compared with the group that was subjected to the system on social program, it was seen that there were changes in mathematical disposition to some degree.

• The Journal of the Korea Contents Association
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• v.10 no.8
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• pp.451-460
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• 2010

The purpose of this paper is to present the effective operation method of cyber home learning system 2.0. Cyber home learning system 2.0 which plays an important role to produce and share data of internet users establishing user-centered internet environment is recently introduced as web 2.0 is beginning to appear. This research is based on the case of the operation on cyber home learning system, research literature of web 2.0 as well as expert consulting and performance test. After doing this research, cyber home learning system 2.0 can bring enormous educational effect when it has online education using web-based discussion tool and long distance consulting linking with off line school education. Redundant system configuration, the distributed processing also may be provided by the service was smooth. Moreover, it demands monitoring team consisting of student, parents and teacher in order to provide developmental service.

• 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.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.429-438
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• 2012

This study was conducted to identify the factors which influenced the learners' satisfaction in Cyber Home Learning System 2.0 and to propose the suggestions for design and implementation. 870 elementary school students and 153 middle school students were surveyed and factors which influenced learners' perceptions and satisfactions were analyzed. According to the results, four common factors on the perceptions about Cyber Home Learning System 2.0 were excluded according to the levels of schools. Based on the factor analysis results, multiple regression analysis was conducted to find out the influences on Cyber Home Learning System 2.0, for elementary school students, instruction specialty, usefulness of the contents, accessibility of system, and learning mood affected satisfactions significantly in the order. For middle school students, usefulness of the contents and the learning mood affected satisfactions significantly in the order.

• Informatization Policy
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• v.22 no.2
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• pp.75-92
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• 2015

The purpose of this study was to analysis about the relationship among Cyber Home Learning System(CHLS) circumstance, learner construct, learning satisfaction in elementary school students. Base on the selected data which was gathered from Chungbuk & Deajeon elementary schools, Structural Equation Modeling was used to examine the relationship between factors. The main results of the research were as follow : First, CHLS circumstance factor was more effective on the CHLS satisfaction than CHLS learner construct. In CHLS circumstance factor, 'service' factor was more influential variable. Second, there is high correlation between CHLS circumstance factor and CHLS learner construct. In CHLS satisfaction, 'contents and design' factor was more influential variable. Third, the model fit, = 624.945 (p<.001), RMR .020, GFI .929, AGFI .878, NFI .927, CFI .930, RMSEA .102 was relatively satisfied with the standard using structural equation model. As based on this results, CHLS in elementary education needs elaborate circumstance for the effective achievement.

• Journal of Internet Computing and Services
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• v.9 no.3
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• pp.159-167
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• 2008

The purpose of this study is finding factors affecting the students' use of the Cyber Home Learning Service System and exploring the direction of this system. It is based on the TAM(Technology Acceptance Model) and the result of the previous studies, six external and three internal factors influencing the sue of Cyber Home Learning Service System were extracted. The participants were 201 elementary school students in Pusan. The response of the questionnaire was gathered by online survey system. To analyze the data and the hypothesis, multiple regression and factor analysis were explored. The result indicated that (a) "usefulness" and "future-intention" affected statically to the use, (b) "usefulness" to the future-intention, (c) "subjective judgement", "fun", and "ease of use" to the usefulness, (d) "self-efficiency" and "contents quality" to the ease of use.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.207-214
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• 2012

This study tried to propose an optimal instruction-learning model for the cyber home learning system2.0 through grounded theory. In-depth interviews were conducted to investigate causes of underachievement and the causes were categorized according to common concepts. A total of 25 causes of underachievement could be grouped into four categories and eight sub-categories, as a result. Underachievers, then, participated in the lessons utilizing the cyber home learning system2.0 and their cognitive change process about learning was analyzed from reflectional journals and in-depth interviews with a teacher. It was found that underachievers were participated in learning by passing through 5 processes; adaptation to the cyber home learning system2.0, basic knowledge learning, task implementing, rounds of group discussions, feedbacks and evaluation. Based on analysis of these five processes, this study proposed a conditional matrix for the cyber home learning system 2.0 as the most personalized model for underachieving students.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.33-42
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• 2005

The purpose of this study is to develop MICHS(Models of Interactive Cyber Home Study) for effective cyber home study(CHS) and a prototype system to support realtime and non-realtime interaction tools such as chatting with users, to study a method to connect MICHS with selective curriculum, and to verify the educational effect of the model. MICHS consists of two models. One model is an educational system model, and another model is a teaching-learning model. The major results of this study are summarized as follows. In the viewpoint of learning achievement, there is no significant difference in achievement between the experimental group(33 leaners) and the comparative group(33 leaners), but this fact can be construed as the possibility that CHS is an alternative system of school education. The interests on CHS of learners in the experimental group were increased twice. This result means that the system of CHS for active interaction needs various and important interaction tools, and the educational vision of CHS. In the viewpoint of system operation, CHS needs higher system requirements such as 100 Mbps Fast Ethernet. If an old system can not process streaming services in request, it should be upgraded to a new system.