• Proceedings of the Korea Society for Industrial Systems Conference
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• 2003.05a
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• pp.41-44
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• 2003

평생 교육이 화두가 되는 현대 기술 및 지식정보화 사회에서, 사회인이 재교육 등을 위하여 전통적인 교육의 형태로 재교육을 받는 것은 쉬운 일이 아니다. 전통적인 교육 형태가 제공하지 못하는 교육의 기회를 현재 널리 응용되고 있는 Cyber 강의가 줄 수는 있지만, 실험 실습 등이 요구되는 산업체 기술 교육을 위한 Cyber 강의는 일반적인 이론 강의를 위한 Cyber 강의에 비하여 새로운 제작 방법 등이 요구되어진다. 본 논문은 산업체 기술 교육을 위한 Cyber강의 제작 방법을 제안하고 실제 구현을 통하여 그 활성화 방법을 보이고자 한다.

• Journal of the Korea Society of Computer and Information
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• v.4 no.4
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• pp.120-125
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• 1999

This paper is a study on the cyber education center, OpenEdu, developing on internet. The conventional cyber university is allowed for ID user only, but OpenEdu is opened all internet user for open education and it has a various content. free of charge and high quality. Also. in this system, we support the various 500 contents, other efficiently services and it is a self-learning(asynchronous) distance education application(HTML, PDF. Front Page) on cyber-space using the information super highway It will make the cyber education center from new paradigm of distance education. The purpose of OPenEdu provides a async. distance education service, free of charge to obtain many various contents on internet. The future study is enhanced user interface and upgraded content quality.

• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.2
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• pp.71-86
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• 2003

Informationization is fast progressing in Korean and the informationization of education is also moving ahead fast. With informationization of education going fast ahead, cyber education is also increasing. Given such scenario, we should establish countermeasures not only to accommodate the current curriculum but also to accommodate the surplus school facilities created by cyber education by compartmentalizing the classrooms for future life-long education, lease and sale in lots. In conclusion, the school construction plan should be established to systematically cope with the future changes systematically.

• 한국디지털정책학회:학술대회논문집
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• 2005.11a
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• pp.553-565
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• 2005

The new paradigm of education in the cyber space is not limited by time or locations. The students do not need to attend classroom physically and simultaneously. This study tries to probe the relationships among demographic variables and instructional variables with students' satisfaction with the management class in a cyber university. The results 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 cooperation among professors, system engineers, education instrument designers, and students.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.3
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• pp.661-676
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• 2013

This article starts with a review of the organization characteristics and corporate education training program, especially in relation to the cyber education. In particular, we empirically analyzed the factors affecting the characteristics of education program (e.g., relatedness of the program contents, method of education and instructor's ability) and the organization characters (e.g., support of manager and coworker, education culture). Hence the main purpose of this article is to suggest an empirical model explaining how these factors affect the transfer of training and enterprise revitalization. Furthermore, we suggested an expanded model about cyber education training program, transfer of training, and corporate's facilitation. We founded that the contents and method of education significantly affect the transfer of training, while instructor's ability does not significantly affect. Supports from manager and coworkers, education culture, and transfer of training also affect the enteprize revitalization.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.10a
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• pp.802-805
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• 2008

With the rapid increase of a population, various problems arise from poor education environment and devalued quality of education. Internet cyber School, a new learning system may be one of the best methods to remedy the situation. We conducted a related questionnaire on the high school in PUSAN city for the study of the cyber learning system. Many high school student agreed that Internet cyber education hour should be matched up with the school hour. They must make a use of the cyber school Service to help the students study by themselves. And we also decide that the implemented service will increase the psychological effect spreading to other teaming fields.

• Journal of Digital Convergence
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• v.17 no.2
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• pp.9-18
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• 2019

This study investigates the factors affecting the educational satisfaction and the transfer of learning of cyber crime prevention education students in order to confirm the effectiveness of the current education. Based on the CIPP model, we confirmed whether the level of social demand and the level of knowledge in the context evaluation, recency of subjects in the input evaluation and interaction in the process evaluation affect the educational satisfaction and the transfer of learning of the students by conducting the survey for the students. As a result of analysis, it was proved that the level of knowledge, recency of subjects and interaction had a significant relationship with the educational satisfaction and recency of subjects, interaction and educational satisfaction significantly affect transfer of learning. Based on the findings, this study provides a few constructive suggestions to improve the effectiveness of the cyber crime prevention education program.

• The KIPS Transactions:PartA
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• v.12A no.1 s.91
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• pp.71-78
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• 2005

With the growth of the Internet, web-based cyber education is progressing from the text-based to the hyper-based including multimedia, and from one way of simply giving the contents to the learner to another way of providing mutual interaction between the instructor and the learner. For this, there uses the RIA-based dynamic application and multimedia. RIA, which is the new paradigm on the web, provides the learners with more effective and rich contents. For developing a cyber education system, if we use the existing web languages, a large amount of effort is needed. But if we use the RIA-based paradigm, we can remarkably reduce the effort. Also, in developing a new web-based cyber education system the RIA paradigm makes the learners to satisfy their demands, and in developing the system providing the interaction the paradigm gives us the way minimizing the time and effort. In this paper, we compare and evaluate the efforts in developing the RIA based education system with the Non-RIA based education system.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.71-83
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• 2003

This study is aimed to develop and evaluate different approaches for cyber education. The project involved the development of sample cyber education programs using different design approaches, with built-in evaluation mechanisms. The different design approaches depend on what delivery technologies are involved. In the First Generation, the delivery technologies use text, flash and animation, whereas the synchronized content to video and audio are used in the Second and the Third Generations but the difference is the delivery method used by the videoclip. Tests were carried out through self-assessment to measure and analyze the efficient teaching. The results show that the Third generation technologies were the most effective method for cyber education. However, since the Third generation program is developed in multimedia, it tends 10 require higher development costs, and more advanced hardware and software as well as a higher bandwidth for network. Therefore, the research indicates that the development of technical supports, like loading speed, has to be solved simultaneously with the development of multimedia products for effective cyber education.

• Journal of vocational education research
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• v.29 no.3
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• pp.157-185
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• 2010

This study aims to develop a process-oriented evaluation criteria that can be applied during the collection, description, and the provision of information necessary to improving and sustaining the cyber education program for human resource development. The conclusion obtained in the study is as described below. First, the process-oriented evaluation criteria of cyber education program for human resource development was divided into 4 dimensions, 13 evaluation categories, 29 evaluation sub-categories, and 125 evaluation clauses. Secondly, the process-oriented evaluation criteria of cyber education program for human resource development was divided into 4 dimensions, 13 evaluation categories, 29 evaluation sub-categories, and 125 evaluation clauses through the Delphi research method. Thirdly, the contents validity ratio (CVR) of each clauses ranged between .31-1.00 and therefore can be said to be valid. Also, the Cronbach's credibility for the validity of the developed evaluation criteria scored .980.