• Journal of the Korea Society of Computer and Information
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• v.12 no.5
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• pp.303-311
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• 2007

The instruction based on mass production system has contributed to the materialistic abundance, but it caused the innate target of education, development of 'holistic human beings' to be lost. Accordingly, the mentoring has been highlighted as an alternative instructional method because it can support learners in the aspect of cognitive and affective domain. On the other hand, as an effort of overcoming time and place constraints of face-to-face mentoring, e-mentoring is being required. This research aims to propose the e-mentoring system design plan for guiding learning after school, which may support face-to-face mentoring. Based on literature reviews, the direction of design was set and the necessary functions were drawn. e-Mentoring system design plan proposed in this article may be helpful to practitioners who are interested in the enhancement of effectiveness and efficiency of mentoring programs. Also it is required that more practical study should be performed for developing the system and testing its effectiveness.

• Journal of the Korea Society of Computer and Information
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• v.17 no.1
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• pp.117-123
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• 2012

The purpose of this study is to design and develop the e-mentoring system which supports the effective information education and to evaluate the usability of the system. Through literature reviews of related studies, an effective e-mentoring performance model was drawn. An e-mentoring system was designed and developed based on the model. 237 middle school students who had participated in e-mentoring for the information education evaluated the usability of the system. As a result of it, the system was considered good in both category(supporting mentoring(M=3.63), technology(M=3.78). The means of subcategories of 'supporting mentoring'(instructional easiness, psychological safety, and adaptability) were scored 3.65, 3.30, 3.43 respectively. And means in the subcategories of 'technology'(usefulness, accuracy, and look & feel) were 3.90, 3.64, and 3.73. It can be concluded that the e-mentoring system developed in this study was effective in mentoring information education.

• Journal of the Korea Society of Computer and Information
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• v.15 no.6
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• pp.91-99
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• 2010

The purpose of this study is to design and develop an e-mentoring system for full inclusion. Through the literature review of related studies, the e-mentoring performance model was drawn. Based on this model, an e-mentoring system was designed and developed. Especially the horizontal mentoring was mainly considered during the procedure. To evaluate the usability of the system, 2 system managers, 5 mentors, and 5 mentees were chosen and they were interviewed by researchers. Researchers used an interview instrument(10 items) consisting of mentoring support(cognitive support, affective support, adaptability) and technical support(convenience, accuracy, look & feel) categories. On the whole affirmative responses were given in both mentoring support and technical support areas. It can be concluded that the e-mentoring system is very effective in supporting full inclusion. In future it is recommended that several empirical studies of utilizing the e-mentoring should be performed.

• The Journal of Korean Association of Computer Education
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• v.11 no.1
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• pp.11-21
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• 2008

In advance of Knowledge Information Society, mentoring is becoming an efficient method for developing and managing human resources. There are several factors to improve the effect of mentoring. Among them, a matching mechanism that connects a mentee and a mentor is the most important in mentoring. In the existing e-mentoring systems, administrators rarely consider personal data. They match suitable mentors for mentees in a mandatory way, which reflects bad effects in the e-mentoring. In this paper, we propose new recommendation algorithms for matching by analyzing personal preferences for secondary school students to improve the effects of the mentoring. In addition, we compare our algorithms with the existing algorithms in terms of elaborateness, accordance, and diversity in order to prove the effectiveness of the proposed algorithms.

• Proceedings of the Korean Information Science Society Conference
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• 2005.07a
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• pp.73-75
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• 2005

최근 여러 대학기관에서는 신입생 및 재학생을 대상으로 인성, 학업, 진로에 관한 다양한 프로그램을 기획하여 실시하고 있다[1,2,3] 그 중 멘토링(mentoring) 프로그램은 대학교육 체제를 강화할 수 있는 방안으로 대두되었다[4,5]. 하지만 대부분의 멘토링 교육은 오프라인으로 진행됨으로 시간과 공간의 제약이 발생한다. 이 점을 해결하고자 e-mentoring이 제안되었다[6,7]. 그러나 기존의 e-mentoring에서는 멘토 와 멘티 와의 능동적인 의견 수렴에는 효과적이나 멘토링에서 요구되는 강좌의 지원 어렵다. 대안으로 LMS(Learning Management Solution)를 이용한 강좌 지원이 제안되기도 하였으나 학습관리 및 평가에 초점이 맞추어진 기존의 LMS와 멘토링교육은 그 성격부터가 차이가 있다. 따라서 본 논문은 다양한 멘토링 강좌를 지원하며, 멘토와 멘티사이의 능동적인 의견 수령이 가능한 독립형 e-mentoring시스템의 설계와 구축을 통한 그 기능과 장점을 확인하며, 실제 멘토링프로그램에 적용하여 평가하였다.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.19 no.2
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• pp.187-198
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• 2008

If mentoring is performed in university libraries for mentors, the senior librarians with much experience and mentees, the juniors with less or no experience, how would they respond to it and what would be the mentoring they wish to do? This study aims to find those out by analyzing data. For this, it referred to literature and conducted a survey with the subject of the librarians at the P university library. As a result, they showed relatively higher intentions to participate in mentoring. Their highest interest topics were their job related advice or consultation. For the mentor-mentee matching, they wished to have such relationship from the board organized in the library, or mentees wanted to select. They chose work ability as the most important requirement for their partners involved in the mentoring. They responded that the best mentor-mentee matching would be 1:1 and less than a year would be appropriate for the mentoring period. As shown above, most of the librarians showed intentions to participate in mentoring for their professional development and self-learning opportunity; therefore, university libraries should publicize librarians' mentoring actively and develop various programs for it.

• Human Ecology Research
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• v.60 no.4
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• pp.549-564
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• 2022

This study aimed to develop an e-mentoring youth financial education program and verify its effectiveness for promoting financial empowerment and establishing financial capabilities among independent consumers. A four-session, eight-hour "Youth Financial Empowerment Mentoring Program" was developed. This program dealt with financial literacy and financial psychology factors in an integrated fashion. We used the nonequivalent control group pretest-posttest design to evaluate the program's effectiveness. Specifically, by using Zoom, a virtual conference platform, four mentors of college students were trained for four sessions over two weeks. Meanwhile, four groups were formed with four mentors and 18 high school mentees to implement a four-week e-mentoring program. As a result of the analysis of covariance, significant differences were found between the two groups in all financial psychology factors and financial literacy variables. In addition, the score of the experimental group was higher than that of the control group. As a result of qualitative evaluation through FGI for mentees and mentors, mentees experienced positive changes in financial behavior, beliefs, attitudes, and personal relationships, as well as increased financial knowledge. Meanwhile, mentors experienced positive changes in their introspection into financial behavior and consumption. Considering these results, we can conclude that this program effectively induces participants to learn and reflect on their initiative, which is in line with the original goal of "improving financial empowerment".

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.101-107
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• 2006

컴퓨터와 통신기술이 발전함에 따라 최근의 교육환경은 학습자 스스로 학습내용, 학습 시간 및 학습 순서를 선택하고 조직하는 유비쿼터스 학습방향으로 나아가고 있다. 이러한 유비쿼터스 학습에서는 학습의 효과를 높이기 위하여 전문가의 도움이나 조언 등이 절실히 필요하다. 이를 위해 유비쿼터스 학습에 스케폴딩과 멘토링의 개념을 접목시키면 학습효과를 극대화 시킬 수 있다. 따라서 본 연구에서는 스캐폴딩과 e-Mentoring을 활용한 u-Learning 교수학습모형을 설계하고 이를 구현하여 학생들의 학업성취도와 학습태도에 미치는 영향을 알아보고 u-Learning 환경에서 다양한 교수학습 방법의 적용 가능성을 검증해보았다.

• Communications of Mathematical Education
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• v.23 no.2
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• pp.313-325
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• 2009

The purpose of this paper is to design a cyber mathematics mentoring system which is helpful for interactive mathematics mentoring among mentors and learners. We review theories about various technological tools that are related to students' interest, participation and motivation in the course of on-line and off-line activities, and we also research the effectiveness of such tools. Also we consider educational implications of the cyber mathematics mentoring system for pre-service teachers, in-service teachers, learners and mentors.

• Journal of The Korean Association For Science Education
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• v.31 no.1
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• pp.1-13
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• 2011

The purpose of this research is to investigate ways to introduce mentoring system to support beginning and experienced teachers for their professional development. As an alternative to existing teacher training programs, we planned and implemented a mentoring system to examine its effects in developing professionalism among teachers-in-need, and those who have not met the teacher's evaluation standards. Mentoring is defined as being concerned with promoting the 'development of an individual to his/her full potential,' both professionally and personally. It is linked with professional and career development, and is somewhat characterized by an 'expert-novice' relationship. The mentoring system in science features group mentoring, where 3 prot$\'{e}$g$\'{e}$-mentor teams gathered together for instructional consulting using their videotaped classroom teaching. Through video-based discussions, teachers could share reflective experiences through collaborative investigations based on evidences revealed in classroom teaching videos. Using open-ended interviews with the teachers and video-based discussions, we extracted needs and goals of mentoring, the need of mentoring system to support beginning teachers, and the requirement of mentor quality in light of mentor's expected roles. Conclusions and recommendations related to teachers' mentoring and for the government's development of mentoring system are discussed.