• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.397-405
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• 2021

With the recent phenomenon of the Intelligence Information Society, the cyber security paradigm has begun to change. In particular, the increase of the interconnectedness of the hyperlinked society has extended the scope of damage that can be caused by cyber threats to the real world. In addition to that, it can also be a risk to any given individual who could accompany a crisis that has to do with public safety or national security. Adolescents who are digital natives are more likely to be exposed to cyber threats, which is mainly due to the fact that they are significantly more involved in cyber activities and they also possess insufficient security comprehension and safety awareness. Therefore, it is necessary to strengthen cyber security capabilities of every young individual, so that they can effectively protect themselves against cyber threats and better manage their cyber activities. It examines the changes of the security paradigm and the necessity for cyber security education, which is in direct accordance to the characteristics of a connected society that further suggests directions and a basic system of cyber security education, through a detailed analysis of the current state of Domestic and Overseas Cyber Security Education. The purpose of this study was to define cybersecurity competencies that are necessary within an intelligent information society, and to propose a regular curriculum for strengthening cybersecurity competencies, through the comparison and meticulous analysis of both domestic and overseas educational systems that are pertinent to cybersecurity competencies. Accordingly, a cybersecurity competency system was constructed, by reflecting C3-Matrix, which is a cyber competency system model of digital citizens. The cybersecurity competency system consists of cyber ethics awareness, cyber ethics behavior, cyber security and cyber safety. In addition to this, based on the basic framework of the cybersecurity competency system, the relevant education that is currently being implemented in the United States, Australia, Japan and Korea were all compared and analyzed. From the insight gained through the analysis, the domestic curriculum was finally presented. The main objective of this new unified understanding, was to create a comprehensive and effective cyber security competency curriculum.

• Spatial Information Research
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• v.12 no.1
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• pp.73-87
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• 2004

The Ministry of Construction and local governments have spent lots of money to construct 1: 1,000 scale digital topographic map. However the digital map is used only in facility management departments and the department in charge of GIS. In local governments, almost 70 ∼ 80 % of data are related with maps, which represents GIS technique and the digital maps could be used 70 ∼ 80 % of local government tasks. In this circumstances, it is necessary to spread out GIS usage through GIS education. However, there are lots of limits in GIS education such as number of people which can take classes at one time, physical location and size of classroom, and curriculums etc. To overcome these limits, cyber GIS education is becoming more important. This study presents how the cyber GIS education should be composed for the local government officers. For this purpose, this study accomplished followings ; grasp current GIS education status, analyze the needs of GIS education for local government officers, propose cyber GIS courses and curriculums according to the level of officers.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.58-59
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• 2004

• Proceedings of the Korea Society of Design Studies Conference
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• 2002.11b
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• pp.26-27
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• 2002

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.507-513
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• 2013

The purpose of this paper is to compare the learning effectiveness of autonomous learning between on-line cyber learning using Internet media and off-line learning using printed media. In this study, each group is provided with the same learning contents and the same learning conditions. For autonomous learning the results revealed a significant difference between on-line cyber learning being not as effective as off-line learning. In order to improve the effectiveness of on-line cyber learning the negative aspects have been identified. These findings will help to improve the development of on-line learning effectiveness.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.31-40
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• 2009

In the Cyber Home Learning Service (CHLS) for primary and secondary level students, Cyber Teachers are in charge of providing learning assistance and guidance to students through various activities. Thus, improving the Cyber Teachers' satisfaction level could contribute to increased effectiveness of the CHLS. In this study, we developed the evaluation criteria to assess the satisfaction level of teachers participating in the CHLS, and analyzed factors influencing the satisfaction level. We verified the content validity of the evaluation criteria. We also analyzed the evaluation criteria model by conducting an item characteristic analysis and a goodness of fit test using the SPSS and AMOS. Finally, we developed 20 items from five factors based on the analysis results.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.291-302
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• 2009

The Educational situation of studying the effect of maximizing through Student's Self-directed demand varying educational environment on a Learner-Centered understanding of existing ICT deficiencies. But schools recognize computer skill learning as all of computer education contents. This study is established in an 'e-PBL environment' in use with 'Ulsan Cyber Home Study' on a learner-centered and design teaching method for an effective computer course. This study presents effective learner-centered teaching methods. It does this using the web environment 'Ulsan Cyber Home Study' and reconstructing each unit of the ICT textbook 'Our Living and Information'.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.5 no.2
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• pp.166-173
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• 2004

The new way of doing education in cyber space is not limited by time or locations. The students do not need to attend classroom physically on time. Networked computers allow students to study their subjects at any time and any where. This study tries to probe the relationships among demographic variables and instructional variables with students satisfaction in the management education. Pervious studies found out that the critical success factors of cyber educations are based on the demographic and instructional variables. The results of the study demonstrate that demographic variables are not significantly related with students satisfaction. Rather instructional variables such as personal interactions with professors, job related contents and careful reduction of difficulties countered during the class proceeding are more significantly related with learning satisfaction. The result shows the newly emerged internet based education system requires in-depth collaborations and coordination among professors, system engineers, education instrument designers, and students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2010.05a
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• pp.405-408
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• 2010

Cyber education community in the digital age is going on across all areas of knowledge accumulation rate of acceleration of the demand for retraining and lifelong learning can effectively accommodate. Therefore, new teaching methods in the future as consumer-driven 21st century is expected to settle into the main education system. However, to properly interact with people due to lack of feedback delay, reading and writing intensive courses is detrimental to the environment caused by a particular student, and Computer skills are based on computer-related technology to disadvantage poor students, and many have problems. In this paper, recent university education and cyber education requires a paradigm shift is required in an environment that factors affecting students' satisfaction were evaluated, and Improvement of cyber education will be studied.

• Educational Technology International
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• v.6 no.1
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• pp.41-63
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• 2005

E-Learning is widely introduced with cyber universities in Korea from 2001 whencyber universities were first authorized by the Ministry of Education and Human Resource Development. E-learning amplified by cyber university gave a big impact in the campus based university which became the cause for the educational paradigm shift. The changes of status of cyber university shows important trend in college education which was analyzed by enrollment rate, types of cyber university, demography, and study areas. The enrollment rate of cyber universities is ever since 2001 and variety of study areas gives popularity to students. The demography of students is as expected older than traditional students. Female students at the cyber university outnumbered that at campus based university in Korea. For analyzing the trend of e-learning in Korea, there were studies twice in 2001 May-June from 213 faculty members and staff, 630 students and in 2004 May-June with 401 students. Most of e-learning students tent to spend less time yet, students feel more burden with e-learning. Professors tend to load more materials for the e-learning in 2001but in 2004 study, the difference no longer exists. Professors and students feel the academic achievement through e-learning is not as good as from the traditional classes. Difficulties for e-learning in 2001 were the lack of administrative information but in 2004, boring contents and lack of instructional strategies for e-learning. Technical problems still do exist but less serious. Suggestions for e-learning are blended learning, online students prefer video streaming with their own lecturer, new definition of instructor is needed, professional development for content development and online instruction is needed, success story of online learning should be encouraged, guidance for online students needed. The cyber university experiencegave a positive impact on the traditional universities such as rethinking the roles of universities, the quality control of classes, professional development, student oriented educational service of e-learning pedagogy.