• Journal of Digital Contents Society
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• v.11 no.2
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• pp.265-276
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• 2010

The purpose of this study was to investigate the Korean Local Government's recognition on the educational gap among regions in the filed of adult learning including vocational education and life long-learning. The study also tried to figure out the local government's recognition and infrastructure of e-Learning which is suggested as one of the solutions on the regional gap of educational opportunities and quality. This study took 12 HRD(Human Resources Development) centers funded and operated by the Korean Local Governments except Seoul and Kyong-Gi classified by the metropolitan areas in Korea. As a result, firstly it was found that the local governments had perception on the difference and gap of educational opportunities and quality among regions in the area of adult education. Especially, the perception was relatively more serious on quality than quantity. Secondly, the result showed the large gap among regions on the area of opening educational and training programs, the quality of teachers and tutors, the effectiveness and outcomes of educational programs. Thirdly, they perceived more serious educational gap on face-to-face classes rather than e-Learning in the context of educational methodology. It also revealed that the local governments had relatively better foundations on physical systems than other infrastructures and resources such as human-ware, culture-ware and soft-ware(contents, programs etc.). It was recommended to consider these findings in developing and implementing future educational policies to solve the problem of regional gap on education.

• Educational Technology International
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• v.11 no.1
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• pp.47-68
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• 2010

The purpose of this study was to analyze majors trends and issues of e-Learning curriculum for human resource development in the corporate context. The e-Learning curriculum was chosen as the subject of research consists of 2,710 lectures that were given from 2007 to July 2009 for the recent three years by providing at Ministry of Labor and Korea Research Institute for Vocational Education & Training. In order to investigate trends and issues, it was employed theme analysis which is one of the types of document analysis that approach a qualitative research methodology. As a result of this research, 7 major trends and issues in e-Learning curriculum for HRD in the field of corporate education were drawn; ① Strengthening expertise through learning of job related professional knowledge, ② Cultivation of common & essential knowledge for a job to increase work performance efficiency ③ Organizational management strategy for improving performance, ④ Organizational management and operational strategy for actively responding to environmental changes, ⑤ Leadership as a strategy for cultivating core personnel and field-centered practical leadership. ⑥ Creating a happy workplace through the work-life balance, ⑦ Strengthening global communication skill. Based on these analysis, practicals and theoretical implications of e-Learning professionals and HR researchers for HRD were suggested.

• KIPS Transactions on Software and Data Engineering
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• v.9 no.11
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• pp.339-344
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• 2020

During COVID-19, education industry is organizing the concept of 'Edutech', which has evolved one step further from the existing e-Learning, by introducing various intelligent information technologues based on the core technology of the 4th industrial revolution and spreading it through diverse contents. Meanwhile, each industries are creating new industries by applying new technology to existing businesses and ask for needs of cultivating human resources who understand the existing traditional ICT technology and industrial business which can solve a newly rising problems. However, it is difficult to build contents for cultivating such human resources with the existing e-learning of transferring knowledge by one-way or some two-way commnication system which has established some interactive conversational system. Accordingly, this study conducted a research on a cooperative e-learning system that enables educators to communicate with learners in real time and allows problem-solving education based on the existing two-way communication system. As a result, frame for contents and prototype was developedp and artially applied to the actual class and conducted an efficiency analysis, which resulted in the validation of being applied to the actual class as a simulation-based cooperative content.

• 한국정보컨버전스학회:학술대회논문집
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• 2008.06a
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• pp.205-208
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• 2008

Contents application from contents development of web technical base and with the operation different environment information of the educational resources integration the importance and necessity of the management central chain e-Learning system will be able to operate are raising its head with base. Is the actual condition which develops the development process where but, the education application currently is not standardized in base. Approaches with an educational domain from the present paper consequently, and defines MDA(Model Driven Architecture) coats e-Learning System. Also uses a studying contents standard metadata and about the contents storage space analyzes and plans the core property which uses MDA automatic tools leads and under developing boil e-Learning System will be able to provide the contents which does in actual professor own necessity.

• Journal of The Korean Society of Agricultural Engineers
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• v.54 no.3
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• pp.81-89
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• 2012

This paper presents a set of controlled simulated statical and engineering mechanical experiments accessible via the virtual world environment (VWE) and virtual physics lab S/W. Online courses of the university offering courses and/or programs online are growing and the number of students want education in ways which fit their personal places, e-learning is becoming more important and ubiquitous each year. In this study, first of all, question is rather 'How do we execute the learning effectiveness of e-learning courses?' than 'Why does they need e-learnig or VW-learning?'. In particular, is it possible to effectively teach mechanical engineering courses online? The answer was 'No'. So, there is little research on many of these questions. And another important question is 'Is e-learning cost effective?'. For the answer, This research provided that an instructional design model is used to 'How to think and apply the Newtonian forces' in the virtual physics lab S/W. Collected data from student are administered in the spring semester when students studied 'Introduction to Bio-resources and Systems Engineering'. Results show that a cadre of students can take highly interactively physical properties of mechanical engineering in the virtual laboratory environment. Those show that VWE is greater than that of a similar real world presentation or experimental lab, since most of students are delighted to modify and retry modeling works in the VWE.

• Journal of Digital Convergence
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• v.8 no.4
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• pp.109-121
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• 2010

E-learning has become an ever-increasing delivery method in school and workplace. Many Web sites provide Internet users with lots of information and resources on study, research, and career development in workplace. First, this study aimed at presenting a process of validating instruments to measure perception of using the Web for learning. Secondly, this paper attempted to find out a list of critical constructs that university students recognize when they access Web sites to get some resources on their fields of study. This study also suggested the features of those constructs. This paper would help improve our understanding of Web usage for schoolwork and research. This result of the paper will facilitate further understanding of constructs associated with Web usage in other areas, thereby enabling researchers, practitioners, and policy makers to draw much attention to e-learning.

• 대한공업교육학회지
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• v.37 no.1
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• pp.107-124
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• 2012

The purpose of this study is to provide the basic pedagogical resources for designing the optimum teaching and learning environment in e-Learning through the survey study on learning behavioral styles (LBS) of the gifted students and ordinary students who have experienced e-Learning. And the major results of the study are as follows: The Major field made a very strong difference to the learning behavioral styles between the gifted students and the ordinary students in e-learning environment. On the basis of the study, the LBS sequence of gifted students is the 'passive learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-independent and self-directed learning behavioral style', and the LBS sequence of ordinary students is the 'passive learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'environment-independent and self-directed learning behavioral style'. Simultaneously, there are some individual difference in the learning behavioral style by gender, grade, and the time of using computer between the gifted students and the ordinary students.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.69-76
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• 2004

E-learning is the application of e-business technology and services to teaching and learning. It use of new multimedia technologies and Internet to improved the quality of learning by facilitating access to remote resources and services. In this paper, we show a web-based test system, which is carefully designed and implemented based on the real TOEFL CBT. The system consists of a contents delivery mechanism, computer-adaptive test algorithm, and review engine. In this papepr, we describe design and implementing issues of web-based test systems.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.99-108
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• 2019

This study aims to explore key factors which influence user's decision-making on the adoption of e-learning. We integrated UTAUT and Information Success Models to test that four independent factors affect student satisfaction to use e-learning in Rwanda's higher education. Data was collected by surveying students of University of Rwanda and Protestant Institute of Social Sciences (n=206). The analysis results showed that performance expectancy, facilitating conditions and effort expectancy except for social influence have a significant effect on students' satisfaction. This can help university administrators understand the factors that influence students' adoption of e-learning and incorporate these results into Rwanda's e-learning design and implementation. In final, Rwanda's government can contribute to establishing the e-learning policy and allocating its relevant resources centered on student needs.

• The Journal of Information Systems
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• v.17 no.4
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• pp.233-260
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• 2008

Universities have recognized e-Learning Systems as the critical IT resources which contribute to improving the competitiveness of the universities as well as the quality of the traditional class-based lectures. Instructors deliver the main contents in the class. Other supplementary activities like online discussions, sharing of teaching-learning materials, submission of homeworks, communication among the learners and between the instructors and the learners, and so on can be efficiently facilitated using e-Learning Systems. In other words, e-Learning Systems enable a blended learning combined class-based lectures and e-learning in a variety of ways. Nonetheless, compared to the level of implementation of e-Learning Systems, the usage of both the instructors and the learners is not high. Accordingly, this study examines the determinants to affect on the usage of e-Learning Systems from the learners perspective. To draw the key determinants, we review the IS literatures related to adoption or use of the IS like Media Richness Theory (MRT), Technology Acceptance Model (TAM), Social Influence Model (SIM), and Self-efficacy Model. The variables are drawn out to be expected on the usage of e-Learning like Media Richness, Ease of Use from MRT, TAM and Instructor's Influence, Co-learner's Influence from SIM, and Self-efficacy. To test our model and hypotheses, we have collected data in the class-based lectures using e-Learning System complementary. The results of the test with 192 data are as follows: Firstly, it shows that the Instructor's Influence and the Media Richness are the influential determinants to affect on the Perception of Usefulness of e-Learning Systems. Additionally, the Co-learner's Influence and Ease of Use in order is significant to the Perception of Usefulness. Secondly, as to the degree of use of the e-Learning Systems, the Co-leaner's Influence, the Media Richness, and the Ease of Use are, in that order, the significant determinants. The Perception of Usefulness, also, founded a key factor on increasing the use of e-Learning Systems. On the other hand, the Instructor's Influence is not significant to the use of e-Learning Systems. Finally, it has been found that Self-efficacy is significant to the Perception of Media Richness, Ease of Use, but not significant to the Perception of Usefulness.