• 디지털산업정보학회논문지
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• 제15권1호
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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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• 제13권3호
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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.

• 융합보안논문지
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• 제19권4호
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• pp.13-22
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• 2019

본 연구는 사이버작전을 전문적으로 수행하지 않는 비(非)사이버작전부대 장교들을 위한 교육체계를 개발하고 방향성을 제안하기 위한 연구이다. 사이버작전을 합동작전으로 수행하기 위해서는 비(非)사이버작전부대 장교들도 사이버작전을 알아야하나 이들을 위한 교육체계는 현재 군(軍)에는 없으며, 이에 대한 선행연구 또한 거의 없어 해당 분야의 연구가 필요하다. 따라서, 비(非)사이버작전부대 장교 교육체계는 사전에 실시한 관련 문헌연구를 기반으로, 교육체계를 구성할 수 있는 5가지 항목 즉, 교육의 필요성, 교육대상, 교육목표 및 내용, 교육과정에 관한 사항을 개발하였다. 또한, 관련 전문가들에게 델파이방법으로 각 항목의 타당성을 확인하였다. 그 결과, 일부 향상의 필요성도 보였으나, 전체적으로 적합함을 보였다. 향후에는 이 연구를 바탕으로 세부 교육프로그램 개발이 개발될 수 있다.

• 영재교육연구
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• 제19권1호
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• pp.119-140
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• 2009

영재교육진흥법에 의거 영재교육의 양적 확대라는 취지에서 사이버영재교육이 본격적으로 시행되고 있지만 그 중요성에 비해 사이버영재교육에 대한 운영 및 교육방법 등과 같은 이슈들에 대한 연구가 미비한 상황이다. 이에 본 논문에서는 현재 운영 중인 영재교육기관과 관련 교육법 등을 비교 분석하여 사이버영재교육원에 대한 개념을 새롭게 정의하고, 사이버공간에서 효율적으로 적용 가능한 사이버영재교육용 교수-학습 모형과 투입전략을 개발하였다. 개발된 사이버영재교육 교수-학습 모형과 투입전략에 대한 검증을 위하여 2008년 경기도 사이버영재교육지원 센터 초등정보반학생들을 대상으로 각 모형과 전략별로 만족도와 참여도를 조사 분석하였다.

• 컴퓨터교육학회논문지
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• 제4권2호
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• pp.155-163
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• 2001

이 논문은 사이버교육시스템의 평가방법론을 제시하고자 한다. 사이버 교육에 대한 정보기술의 급격한 발달에도 불구하고 사이버교육환경에 대한 평가 방법론에 대한 연구가 거의 없는 실정이다. 우리는 사이버교육시스템 평가를 위한 기준에 대하여 정의를 하고 시스템 솔루션 선택 및 평가를 위한 방법론을 제시한다. 기준들간의 상호영향관계를 고려하여 사이버교육시스템 평가 과정의 방법을 예제를 통하여 제시하고 있다.

• 한국통신학회논문지
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• 제24권12B호
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• pp.2225-2232
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• 1999

지식정보사회를 대비한 소프트웨어적인 기반구조로 사이버교육 시스템의 설계 원칙과 국제 표준화 그룹의 작업 결과를 반영하여 사이버교육 시스템에서 공통으로 필요한 기능을 도출하였으며 도출된 사이버교육시스템의 기능이 교육 목적 및 적용 분야에 따라 사용자의 요구사항을 반영할 수 있고, 누구라도 쉽게 구출할 수 있도록 함으로써 발달된 정보 기술을 교육분야에 접목시켜 교육 효과를 극대화할 수 있는 사이버교육 기반구조 시스템을 설계하였다. 본 시스템은 정규교육을 비롯하여 전문교육, 재교육, 평생교육, 사교육 등 다양한 정보화교육이 가능하도록 지원한다. 따라서, 본 논문에서는 설계된 사이버교육 기반구조 시스템의 활용환경, 구조, 설계기법, 기대효과 등에 대하여 기술한다.

• Educational Technology International
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• 제6권2호
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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.

• 한국간호교육학회지
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• 제9권2호
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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.

• 정보교육학회논문지
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• 제3권1호
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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'.

• 한국정보시스템학회지:정보시스템연구
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• 제13권1호
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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.