• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.49-60
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• 2013

This study is aimed to investigate that the blended e-learning could enhance the effectiveness compared to the conventional lecture performed in classroom. At first, both the CbE(Class based E-learning) and the EbC(E-learning based Class) mode have been generated in blended e-learning operation method following the process which analyze the various studies of interest. In addition, the instruction structures of Z Type(Zigzag model) and H-Type(Ladder model) were established as proposed model. The H-Blended e-learning based on CbE mode was introduced in the Excel Spread Sheet subject which held in A University to achieve the goal of this study. Learners were categorized and belonged to either the group 1(over 50% of attendance in cyber lecture) or the group 2(the rest of them). The data analysis was performed with $x^2$-test, t -test to compare the achievement of study between groups. The t -test result showed that the academic achievement in learning with group 1 was statistically significant than the learner in group 2. The effectiveness of the blended e-learning has been proved as the logistic regression analysis showed that the rate of the attendance in the cyber lecture functioned as indicator that enable to predict the acceptance.

• Journal of Internet Computing and Services
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• v.13 no.2
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• pp.119-126
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• 2012

The purpose of this study is to test the motivations for e-Learning service usage of smart device users. To do this, empirical data were collected by conducting a field survey with 382 smart-device based e-learners, and structural equation model was used for the purpose of analyzing the data acquired by the survey. A structural equation model was designed and constructed by such factors like usefulness, enjoyment, word-of-mouse(WOM) effect, and social interaction on e-Learning usage intention. In addition, social interaction has an influence on WOM effect. The results of the analysis are summarized as follows; first, usefulness, enjoyment, and WOM have direct effects on e-Learning usage intention. Second, social interaction not only has direct influence on e-Learning usage intention but also has indirect influence carried by WOM effect. The findings have significant implications which the study inquires into the factors for e-Learning usage motivations of smart-device based e-learners.

• The Journal of the Korea Contents Association
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• v.6 no.11
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• pp.249-259
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• 2006

E-learning objects should be appropriately described and classified using standard metadata for facilitating the processes of e-learning resource description, discovery and reuse. These metadata need to be published in a registry to reduce duplication of effort and enhance semantic interoperability. This paper describes how standard ebXML registries can be used for annotating, storing, discovering and retrieving e-learning object metadata. For semantic annotation of e-learning objects, IEEE LOM is adopted as the metadata ontology. In order to support the e-learning metadata ontology in interoperable ebXML registries, a mapping scheme between LOM and ebXML information model is proposed. The usefulness of standard ebXML registries for sharing e-learning metadata is demonstrated by prototyping an e-learning registry called ebRR4LOM based on the scheme.

• Journal of Practical Engineering Education
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• v.9 no.2
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• pp.133-137
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• 2017

In this paper, we present the results of the study on the development of electric circuit e-learning content as one of the required courses in electrical and electronics engineering. Theoretical learning of electric circuit e-learning contents is based on multimedia type and the practice part is based on moving picture. The e-learning contents were used for a blended learning in actual offline class. We investigated the learning effect of each component of e-learning contents and investigated and analyzed the type of e-learning contents suitable for class of electric circuit. In addition, we investigated and analyzed effective ways to utilize e-Learning content for offline teaching. In this paper, we show how to construct effective contents, length types and utilization methods in engineering education through the case study on the e-learning content.

• Electronics and Telecommunications Trends
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• v.26 no.1
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• pp.36-46
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• 2011

급변하는 사회 환경과 기술 변화에 적응하기 위해 평생 교육에 대한 관심이 높아지고 있으며 이러한 욕구를 충족시키기 위한 새로운 개념의 e-러닝 기술에 대한 연구가 활발히 진행중이다. 또한 기존의 단순한 정보 전달 수준을 뛰어 넘어 학습자가 직접 참여하고 체험할 수 있는 고품질의 인터랙티브 e-러닝 콘텐츠에 대한 요구가 증대되고 있다. 본 고에서는 최근 이슈가 되고 있는 증강 현실 학습 기술, 가상현실 학습 기술, 시뮬레이션 학습 기술, 맞춤형 학습 기술 등 e-러닝 요소 기술 개발 현황에 대해 살펴보고 관련 기술 동향을 분석한다. 또한 e-러닝 기술 관련 표준화 동향에 대해서도 살펴본다.

• Journal of the Korean Institute of Intelligent Systems
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• v.17 no.1
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• pp.39-45
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• 2007

In this paper, we developed an intelligent web based e-learning system based on multi agents. To do development of the system, we applied an inclination test that is based on the education theory to do grouping the desirable e-learning community. The proposed system, Intelligent Web based e-learning Multi Agent System (IMAS), is used the multi agents paradigm including learning manner by neural network for grouping of e-learning community and a new distributed multi agent framework proposed here.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.05a
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• pp.1035-1038
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• 2005

정부 각 부처의 적극적인 지원 정책에 힘입어 국내 e러닝 산업은 국내 디지털 콘텐츠 산업 시장에서 두번째로 큰 시장으로 성장하였고, 연평균 28% 이상의 빠른 성장세를 보이고 있다. 이러한 e러닝 산업에서 중요한 기본 요소 중 하나인 e러닝 콘텐츠를 효율적으로 개발하기 위한 프로세스의 마련은 중요한 과제라 할 수 있다. 본 논문에서는 일반적으로 활용되고 있는 교수 설계 모형인 ADDIE 모형을 분석하고, 이를 근간으로 하여 분석, 설계, 개발, 운영, 평가, 이상 5항목으로 구분하여 웹기반 e러닝 콘텐츠의 개발 프로세스 각각의 수행 내용을 제안하였다. 본 논문에서 제안한 프로세스는 교육 콘텐츠의 목적이나 교수 학습 모형, 교수 학습 형태 등에 따라 적절히 변형하여 웹기반이 아닌 멀티미디어 학습 시스템이나 전통적인 학습 시스템의 경우에도 충분히 적용될 수 있다.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2006.05a
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• pp.165-171
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• 2006

이제 e-러닝은 전 세계적으로 21세기형 교육 패러다임으로 부상하였고 단순히 정보통신매체 기반의 학습개념을 넘어서 국가 인적자원 개발을 통한 경쟁력 강화의 핵심 동력이 되었다. 하지만 이러한 국가 차원의 지원과 급속한 확산 속도에 비해서 실제적으로 e-러닝을 이용하고 있는 이용자들에 대한 구체적인 이용현황 조사는 미미한 실정이다. 이에 본 연구에서는 e-러닝 경험이 있는 대학생들을 중심으로 이용현황을 직접 조사하여, 그 결과 나타난 여러 가지 문제점과 현실적인 대안을 제시하고 실제적인 e-러닝 활성화에 기여하고자 한다.

• Korean Journal of Comparative Education
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• v.18 no.4
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• pp.141-162
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• 2008

Many e-learning programs in Korea use lecture as a main instructional method. A meta-analysis study reports that e-learning programs using lectures were the most ineffective. In addition, many researchers in the field of distance education contend that the active participation of learners is the key to the success of e-learning. These imply why we can easily find many people who don't have good impression about e-learning. The quality of e-learning depends on the application of appropriate pedagogy. This study aims to present the implications for the improvement of e-learning programs in the Republic of Korea by analyzing the psychological characteristics reflected on the e-learning programs in the U. S. that have been improved through design research for a long time. The result shows that the e-learning programs in the U. S. have five major psychological aspects, i.e., reflective thinking, collaborative interaction, knowledge construction, situated action, and utilizing multiple representations. Consequently, this study suggests that e-learning programs in the Republic of Korea need to reflect learning principles such as learning by doing, situated learning, collaborative learning, learning with multiple representations in order to improve the quality.

• The Journal of Korean Association of Computer Education
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• v.10 no.4
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• pp.93-102
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• 2007

The present study is to investigate the elements of e-learning strategies affecting the levels of participation, achievement and satisfaction for learners who participated in the university blended learning environment. For this, 58 subjects were recruited who participated in the blended learning class at K university. E-learning strategies, achievement and satisfaction levels were measured for data collection, and the level of participation was measured by analyzing the LMS log-in database. For data analysis, first, means and standard deviation were computed to find the level of e-learning strategies of the subjects. Second, linear regression analysis was conducted to find the e-learning strategies that could estimate the levels of achievement, participation and satisfaction. As a result, variables to estimate the achievement level included time management strategy and overload management strategy. Variables to estimate the participation level included self-directed strategy, time management strategy and overload management strategy. Finally, variables to estimate the satisfaction level included multiple discussion management strategy, asynchronous management strategy and sociality. Based on these estimated variables, the author suggested some ideas to increase the educational effectiveness.