• Journal of Digital Convergence
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• v.18 no.1
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• pp.369-377
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• 2020

The purpose of this study is to find out the effect of e-learning quality and learner's usage motivation on e-learning satisfaction in Korea and China. In addition, by comparing and analyzing the factors influencing the satisfaction of learners between the two countries, this study aims to suggest the effective use of e-learning. This study surveyed Korean university students at Y and K universities in Gyeongsangbuk-do and Chinese university students at A university in Henan, China. As a result, for Korean university students, it is showed that learning time, learning space, learning process, usefulness, e-learning information quality, and service quality affect e-learning satisfaction. For Chinese university students, learning time, learning process and e-learning system quality, information quality, and service quality were found to affect e-learning satisfaction. Among them, service quality was an important factor influencing e-learning satisfaction in both countries, but the average score of each factor was very low. In the future, we discussed ways to improve service quality.

• The Journal of Information Systems
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• v.14 no.2
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• pp.75-99
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• 2005

Today, many universities are confronted with the changing education paradigm such as e-learning, Distance Education, Virtual University, This IT-based teaming paradigm shift is certainly a new opportunity or a threat to our universities. To overcome this problem the universities should think e-Learning as strategic weapon, such as many firms created competitive weapons from the information systems at the 1980s. So, e-Learning system can be a SIS(Strategic Information System) which supports university's future education strategies. To build a e-Learning system, not only many H/W and S/W resources but also expert personnels are required. An organization such as local university who is week at financial status can't himself plan the system. The Local University Community e-Learning Centers that support the demand of e-learning for their community are recommended. In order to operate these centers efficiently, the strategic roles of the e-Learning center should first be defined. To define the strategic roles, We classified the strategic roles of the e-Learning center into four dimensions, (1) to improve management efficiency, (2) to enhance educational service, (3) to acquire competitive advantages, (4) to build new education infrastructure, and each dimension has 5 or 6 measurement items. As result, to enhance the educational service was considered as the most significant factor among the four dimensions of strategic roles, and the infrastructure building was the next. We also tried to find the difference for each factor by the characteristics of responsor. The data showed that there was litter difference between the groups in evaluating the significance of strategic roles of e-learning centers. Through the strategic roles definition and analysis of expected role ratings, we could have recommended the direction and operation policies of the e-Loaming centers.

• The Journal of Society for e-Business Studies
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• v.18 no.3
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• pp.177-193
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• 2013

The study investigated how did Credu pioneer Korean e-Learning market and reinforce their core competencies and how did they promote business diversification analyzing type of learning motives and examining Credu real cases. Under the fierce competition in the current e-Learning market, Credu has maintained their core competencies and strengthened an active communication channels with customers with focusing on investment to core businesses. Credu has introduced more adventurous and challenging products and services with creating a new model for the types of learning motives. This study could introduce the new perspective about the type of learning motives in e-Learning area. Also, the case study of successful e-Learning company, Credu, could contribute to make more spread e-Learning market techniques in this field in practice.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.69-75
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• 2011

This paper presents a model of e-learning based on ubiquitous computing configuration. First of all, we survey the advanced e-learning systems for foreign and domestic universities. Next we propose the optimal e-learning model based on ubiquitous computing configuration. The proposed e-learning model as following. we propose the e-learning system's hardware and software configurations, that are server and networking systems. Also, we construct the proposed e-learning systems's services. There are attendance and absence service, class management service, common knowledge service, score processing service, facilities management service, personal management service, personal authorization issue management service, campus guide service, lecture-hall management service. Then we propose the laboratory equipment management service, experimental materials management service etc. The proposed model of e-learning based on ubiquitous computing configuration will be able to contribute to the next generation university educational paradigm.

• The Journal of Society for e-Business Studies
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• v.6 no.3
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• pp.115-126
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• 2001

In constructive view, acquiring knowledge is made by experiences among members or elements. The knowledge in e-learning system can be extended up to knowledge of teachers and knowledge. of operating managers. We have many difficult problems to develop and manage e-1earning system because demanders on e-learning system have various. requirements. In traditional education system demanders are learners but in constructive view demanders can be extended to learners and teachers, operating mangers on e-learning system., In this study, we design and implement e-learning system named kedu V.1. Kedu V.1 is developed considering interactions of extended demanders of e-learning system in constructive view. And this system based on Linux operation system and MySQL, PHP. Also this system have efficient transplantation and portability capabilities and reduced cost and labor in implementation of real e-learning system

• Journal of the Korea Safety Management & Science
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• v.9 no.3
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• pp.153-163
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• 2007

Over the fast few years, web-based e-Learning have made remarkable progress. According to advance of e-Learning, the evaluation of e-Learning effectiveness and success model become more important. This study had a focus on the effect of system characteristic of e-Learning systems and self-efficacy on learning performance. Data has been collected from 192 person experienced in e-Learning. The questionnaire method was adopted to collect the data for this study. The research was conducted by using SPSS 12.0 and AMOS 4.0. The research results and suggestions of the study are as follow. First of all, system quality and information quality of e-Learning system had positive relationship with perceived usefulness. Second, information quality was related positively to user satisfaction. Third, perceived usefulness was positively connected with user satisfaction. Fourth, user satisfaction and self-efficacy had relation to learning performance.

• The Journal of Information Systems
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• v.15 no.4
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• pp.171-188
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• 2006

Information technology and the Internet have had a dramatic effect on education method and individual life. Universities and companies we making large investments in e-Learning applications but are hard to pressed to evaluate the success of their e-Learning systems. e-Learning can be seen as not only one of Internet based information systems which can provide education services but also one of teaching-teaming methods which can implement self-directed teaming. This paper tests the updated model of information system success proposed by Delone and McLean using a field study of a e-Learning. The five dimensions - information quality, system quality, service quality, user satisfaction, net benefit - of the updated model are parsimonious framework for organizing the e-learning success metrics identified in the literature. Questionaires are collected from 107 students who are enrolling a e-learning class using online survey. The model is tested using SPSS and LISREL. The results show that information quality and service quality are significant predictors of user satisfaction with the e-Learning system but system quality is not. Also user satisfaction is found to be a strong predictor of the learning performance. This strong association between user satisfaction and teaming performance suggests that user satisfaction may serve as a valid surrogate for teaming performance. Empirical testing of the updated DeLone & McLean model should therefore be extended to cover a wider variety of systems.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.01a
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• pp.189-191
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• 2014

This paper provides an overview of the E-learning service education on the last decade, In the early 2000's the emphasis of educational technology was on interactive multimedia- stand alone packages on computer hard disks or portable memory, which integrated a range of media forms in the lately. Customers handle finding the best sources of content.The system then uses social signals such as those coming from Facebook, Twitter, LinkedIn, delicious as well as clicks and views. The SNS and network infrastructure is sufficiently mature that the focus should shift to how to use the technology most appropriately to facilitate learning. As we study environmental conditions of the traditional internet and the mobile internet users in some ways. In this paper, analyze the nature of learning, role of educational and suggest alternative policy, innovation of e-learning service and effective e-learning environment in developing technology.

• Information Systems Review
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• v.12 no.3
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• pp.19-48
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• 2010

This study focused on characterizing various factors in order for learners to maintain their interests in learning and to maximize learning effects as the top priority purpose of university e-Learning, on the basis of results of conceptual studies on existing e-Learning and practical studies, and then on examining them practically. It also analyzed which factors would have greater influence on learning effects of e-Learning in general. Moreover, in comparison with existing numerous studies which examined only factor such as learning effects of e-Learning, it analyzed such things in detail according to division into three items such as learning satisfaction, learning transfer and learning recommendation. To achieve such purposes of the study, it characterized and set 3 factors such as learning contents, instructional design and user convenience on the assumption that such factors have a significant influence on learning effects of e-Learning. Moreover, the factor of learning contents includes 3 detailed elements, i.e., learning issue and objective, knowledge information, and consistency and propriety, and the factor of instructional design includes 4 detailed elements, i.e., interest and sympathy, interaction, contents presentation and explanatory strategy. Lastly, the factor of user convenience includes 2 detailed elements such as screen configuration, and check-up of contents and teaching schedule. According to analytical results, it showed all 3 factors such as learning contents, instructional design and user convenience have a significant influence on learning effects of e-Learning(i.e., learning satisfaction, learning transfer and learning recommendation). In more detail, it showed the learning issue and objective from the factor of learning contents have the greatest influence on learning satisfaction of e-Learning. Then, it is the most important to set the learning issue and objective with given priority to learners and set the learning objective estimable, in order to raise the learning satisfaction. It showed the contents presentation from the factor of instructional design on the learning transfer. Therefore, it is the most important to structuralize mutual relation and presentation orders to promote learning systematically and to let learners access to such things, for the purpose of raising the learning transfer. Moreover, it showed the interest and sympathy from the factor of instructional design has the greatest influence on the learning recommendation. Thus, it is the most important to promote learners' interests to the maximum using well-timed media, and to give a lecture enough to arouse learners' sympathy.

• Korean Journal of Adult Nursing
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• v.19 no.4
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• pp.593-602
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• 2007

Purpose: The purpose of this study was to develop an e-learning orientation program for nursing students(junior), to evaluate the program, and to find out its effects on adapting to clinical practicum. Methods: The e-learning orientation program was developed according to ADDIE model(analysis, design, develop, implement, evaluate) using an Active Tutor Program. Twelve nursing professionals and 31 nursing students(learners) evaluated the e-learning orientation program. Thirty one nursing students participated in the e-learning orientation program both on-line and off-line. Results: The e-learning orientation program consisted of 5 parts including 'Taking a lesson in gastrointestinal tract', 'Fundamental nursing skill and reading a medical chart', 'Taking a ward orientation by head nurse', 'Clinical practice with preceptors', and 'Writing for case report'. Adapting scores to clinical practicum were significantly different between pre-test and post-test(t=-5.76, p=.000). Conclusion: The e-learning orientation program of on-line and off-line has an effect on adapting to clinical practicum for nursing students.