• 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.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.581-584
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• 2013

E-Learning, a technology-based learning process is the obtaining of knowledge from the basis of IT technology. The development of e-Learning requires corporate educational staff as well as HR staff, who manage e-learning, to drastically change their roles. The main reason for this is that the properly adapted and highly experienced education and training abilities of HR staff could accelerate the adoption and usage of e-Learning but they need to clearly select and define an appropriate curriculum from among the extensive mass-customized content with an e-learning basis. Here the research has analyzed the influence of the introduction and usage of e-Learning in hotels on HR staff and their roles from the viewpoint of hermeneutic phenomenology.

• Asia pacific journal of information systems
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• v.16 no.1
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• pp.1-21
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• 2006

e-Learning can be seen as not only one of Internet-based information technologies which can provide education services but also one of teaching-learning methods which can implement self-directed learning. Thus, for evaluation of e-Learning effectiveness, both information-technology-based learning environment and learners' abilities in self-learning and computer-using should be considered simultaneously. This study suggests a research model for evaluating the effectiveness of e-Learning, which is theoretically based on information systems success model, constructivism and self-efficacy. The model is composed of three parts: effectiveness, learning environment, and learners' self-efficacy. Effectiveness is a part of dependent variables: satisfaction and academic performance. Learning environment and learners' self-efficacy can be considered as two sets of explanation variables for effectiveness. The former consists of learning management system, learning contents, and interactions that are provided bye-Learning and the latter means learners' self-regulated efficacy and computer self-efficacy. We show validity of the model empirically by surveying the college students who have experienced e-Learning. In result, most of all hypotheses suggested in this model are accepted in low significant level.

• International Journal of Contents
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• v.17 no.2
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• pp.41-47
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• 2021

The coronavirus pandemic has brought about dramatic changes in education, evidenced most clearly by the increase in e-learning. Thus, to identify how learners' attitudes toward e-learning are affected by diverse factors, this study examined the effects of perceived system quality and usefulness, the self-management of learning, and self-efficacy. A total of 236 college students participated in the survey. Multiple regression analysis was performed to test the study's proposed hypotheses. The study findings suggested that learners' attitudes toward e-learning are positively influenced by perceived e-learning usefulness, self-management of learning, and self-efficacy. However, the perceived system quality had no influence and no statistical significance.

• Journal of the Korean Institute of Intelligent Systems
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• v.15 no.2
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• pp.245-250
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• 2005

With rapid development of Internet, new paradigm creation requirement about the education environment and method is increasing and also the e-learning to apply traditional education industry was introduced in many field of education. The research about a learner's satisfaction of the e-learning, aided by effort to spread this e-learning, have been processed much but most of these researches were intended for the enterprise and there are few for the high school. Therefore, in this study we proposed a model for evaluating the education satisfaction of the e-learning and analyzed the consciousness structure about the e-learning education satisfaction of the high school students using Fuzzy Structural Modeling method. Also, constructing an evaluation model considered the results of consciousness structure analysis, we evaluated the e-learning education satisfaction and showed a method which improved it by the sensitivity analysis.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2006.06a
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• pp.232-249
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• 2006

e-learning은 오프라인 교육에 비해 시간과 공간의 제한을 받지 않고, 반복학습이 가능하며, 비용이 저렴하다. 그러나 이러한 장점에도 불구하고 1990년대 말 도입되어 6년 이상 경과되었으나 아직 널리 보급되지 않고 있다. 본 연구에서는 e-learning이 갖는 다양한 장점에도 불구하고 왜 채택이 저조한가에 대한 원인을 찾고, 보급을 확산시킬 방안을 찾는데 목적이 있다. 이를 위해 e-learning 채택에 대한 선행연구를 검토하고 e-learning 채택자와 미채택자에 대한 인터뷰를 수행하였다. 결과적으로 유용성, 지속성: 재미, 반복성, 비용, 접근성, 학습동기, 즉시성 요인이 e-learning 채택에 영향을 미친다는 연구모델을 도출하였다 여기서 비용과 접근성은 기존 선행연구들과 반대의 가설을 제시하였다. 즉, e-learning은 오프라인에 비해 비용이 저렴하기 때문에 그리고 반복해서 학습할 수 있기 때문에 학습을 미루게 되어 오히려 채택을 저해한다는 것이다. 다중회귀분석을 통해 검증한 결과 즉시성은 채택되지 않았고, 비용이 저렴하기 때문에 그리고 반복해서 학습할 수 있기 때문에 e-learning을 채택하게 된다고 나타나, 본 연구의 가설은 성립되지 않고 기존 연구가설이 타당한 것으로 나타났다. 본 연구의 대상이 e-learning을 사용해본 경험이 비교적 많지 않은 사람을 대상으로 하였기 때문에 나타난 결과라 생각된다. 향후 e-learning을 6개월 이상 사용해본 사람들을 대상으로 연구해 볼 필요가 있다고 생각된다.

• Journal of Digital Convergence
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• v.13 no.7
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• pp.47-55
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• 2015

In e-learning industry which represents the convergence of IT and education, the standard of e-learning content development cost has been calculated according to the guideline or standard of existing similar industries without considering the characteristics of the industry until today. The absence of contents development cost standard related to e-learning has been recognized as one of the most difficulties in e-learning industry. The calculation of the content development cost without reflecting the characteristics of e-learning industry has bad effects such as the degradation of content quality and development of e-learning industry, and the growth obstruction of them. This paper suggest a standard of development cost for e-learning content development considering the characteristics of e-learning industry. We analyse current problems and the characteristics in e-learning industry, and define the development cost standard. We propose the methodology for developing e-learning industry and for contributing quality improvement of e-learning content.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.5
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• pp.455-463
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• 2022

The current study adds to the body of knowledge about the mediation in the causal link between students' perceptions of the utility of eLearning and their learning performance. The data was collected from 500 questionnaires that were delivered to the students at the Vietnam National University of Ho Chi Minh City. Only 422 finished questionnaires were usable for analyses, indicating a responding rate of 84.4%. Multiple regressions were used to investigate causal correlations, whereas Goodman's (1960) techniques were used to investigate mediating relationships. The major findings reveal that both the utility and adoption of eLearning have an impact on students' learning performance, with usefulness being a crucial determinant of eLearning adoption for study. More meaningfully, statistical evidence on the mediation of adopting eLearning for study in the causal linkage from the usefulness of eLearning perceived by students to their learning performance was provided. The relevance of using eLearning for study is stressed in this study, where it is not only one of the key antecedents of their learning performance, but also acts as a mediator between the usefulness of eLearning and learning performance in the research model.

• The Journal of Korean Association of Computer Education
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• v.13 no.6
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• pp.69-77
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• 2010

This purpose of this study is to investigate the learner's perception and learning satisfaction on e-learning in the university blended learning environment. The participants in this study were signed up for Health Education. Collected data were analyzed by using the SPSS program. The results are as follows. The average of learner's perception and learning satisfaction on e-learning was higher than the middle. the most of learners recognized that e-learning is efficient to cultivate computer usage ability. Relation between learner's perception and learning satisfaction on e-learning showed a positive correlation. Learning satisfaction could be influenced by learner's perception on e-learning. Considering all these results, the blended learning which mixs face-to-face learning and e-learning is meaningful.

• Journal of the Korean Operations Research and Management Science Society
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• v.31 no.3
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• pp.127-143
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• 2006

While e-learners' satisfaction would be determined by qualify of e-learning environment including learning management systems, learning contents and interactions, the influence of quality on satisfaction can be changed by e-learners' self-regulated efficacy The objective of this study is to show difference of the relationship between qualify and satisfaction In e-learning by self-regulated efficacy. For this purpose, we propose a research model which consists of five quality factors in e-learning as explaining variables, satisfaction as a result variable and self-regulated efficacy as a control variable. For empirical test of this model, the sample is collected from e-learning classes in a college and divided into two groups by self-regulated efficacy in order to analyze the effects of control variable. By multi-group analysis, we show two groups are different from each other in the relationship between quality and satisfaction of e-learning environment.