• 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.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.375-393
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• 2011

Many aspects of e-러닝 and m-러닝 have been conducted in language learning settings while few studies have examined learners'psychological attitudes in both Internet-based languages learning environment. Althoughe-Learning and m-Learningin the content of language learningshares many common aspects, the study that particularly examinesEnglish learners' psychological attitudes from both learning environments has not been conducted. Thus, the purpose of this study is to investigate group difference between e-러닝 and m-러닝 in terms of characteristics of both learning environments, including Contextual Offer, Interactivity, Enjoyment, Usefulness, Easiness, Variety, Connectivity, Satisfaction, and Learning Performance. Results showed that even if there was little difference within and among groups in English learners' feelings, learners have different attitude on Enjoyment, Easiness, and Connectivity.

• Asia pacific journal of information systems
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• v.19 no.4
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• pp.149-176
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• 2009

In the recent e-learning environment, avatars are often used to help learners get familiar with the contents, which is ultimately to motivate them to study more. Therefore, it is important to investigate whether avatars have actually the desirable effect on users of e-learning materials. Surprisingly, however, no extensive study has been conducted on this crucial issue Accordingly, main objectives this study are summarized as follows. First, we need to gain better understanding of how much learners' trust towards avatars (termed as "avatar trust") is transferred to learners' trust towards e-learning contents (termed as "contents trust"). Second, we need to investigate how much learners' personal relationships with avatars as well as learning behaviors change depending on avatar types (attractive vs. professional) and contents complexity (easy vs. difficult). As described in the study objectives, in order for us to analyze empirical data more systematically, we classified avatar types into two: "attractive" and "professional;" the contents are categorized as either "easy" or "difficult." Therefore, it is essential for this study to build a prototype e-learning website on which our research purpose can be realized and tested effectively with proper avatar types and e-learning contents. For this purpose, we built a prototype e-learning website, in which avatars are invited from currently working avatar instructors used in real-world e-learning websites, and e-learning contents are adapted from real-world contents about Java programming topic, which have been proved to have shown high quality and reliability. Our research method includes questionnaire survey by inviting a number of valid respondents comprised of office workers who are believed to have high demands for the e-learning contents as well as those who have previous experience with avatar instructors. Respondents were given one of the four e-learning experiment conditions (2 avatar types x 2 contents types) on a random basis. Each experimental e-learning condition is framed to have the same quality but different avatar type and content complexity. Then the respondents are asked to fill out the survey form which has questions about avatar trust, contents trust, personal relationships with avatar, and learning behavior, among others. Regarding the constructs used in research model, we based them rigorously on previous studies. For example, we used six constructs such as behavior to give information (BGI), behavior to obtain information (BOI), need for inclusion wanted, need for control wanted, contents trust, and avatar trust. To measure them, 7-Likert scales were used in the questionnaire. E-learning performance was measured indirectly through two constructs such as BGI and BOI. Six constructs used in the research model were adopted and revised from the FIRO-B model suggested by Schutz. Empirical results are as follows: First, professional avatars are more effective for difficult contents, while attractive avatars were not as effective for easy contents. Second, our study results ascertained that avatar trust transfers to contents trust regardless of avatar types and contents complexity.

• Journal of Korea Society of Industrial Information Systems
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• v.15 no.1
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• pp.85-94
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• 2010

One of the most significant changes is the paradigm shift from teacher-centered learning to learner-centered learning. Along with this paradigm shift, understanding of characteristics of e-learners who are both system users and learners is needed. Before suggesting a comprehensive framework, this study proposes research model that can improve a learning performance using the flow theory. The results show that intrinsic interest and focused attention are significant predictors of learning performance. Especially, intrinsic interest is more important on learning performance than focused attention. Information quality and skill are found to be strong predictors of the intrinsic interest. Also, perceived ease of use, skill and computer self-efficacy are strong predictors of the focused attention.

• Journal of the Korea Society of Computer and Information
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• v.14 no.5
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• pp.201-209
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• 2009

RThe main object of this study is to stipulate the relation between e-learning characteristics and e-learner's scholastic performance through the integrated study model of perspective of educational technology and information technology. Using e-learning system quality, e-learning contents characteristics and interaction as independent variable, e-learner's scholastic performance as dependent variable and learning motivation as mediator, this study has examined the relationship among these variables. Two hundreds and twelve undergraduates in cyber university participated in the survey and filled out questionnaires related to this study. The main results are as followed. First, content's quality, technical quality and the support of school affairs have a significant effect on the e-learner's scholastic performance. Second, Learning motivation plays a partial mediating role in the relationship between e-learning characteristics and e-learner's scholastic performance. The meaningful implication of this study is that to improve e-learner's scholastic performance, we have to offer e-learners more customized various learning plans, learning contents and interaction between e-learners and e-learning systems.

• The Journal of Information Systems
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• v.14 no.3
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• pp.109-116
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• 2005

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on the learners' self-efficacy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. In this study, academic performance was measured by student's real record. We will show the validity of the model empirically, and most of the hypotheses suggested in this model were accepted.

• Journal of Korean Academy of Nursing
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• v.35 no.6
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• pp.1113-1124
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• 2005

Purpose: The purpose of this study was to develop an e-Learning program about medication for nurses to enhance nurses' medication performance ability and to analyze learners' responses after studying with this program. Method: For the development of the e-Learning program, the NBISD(Network Based Instructional Systems Design) model, suggested by Jung(I999) was applied as a basic model and the instruction design theory of Gagne & Briggs(1979) and ARCS theory of Keller(I983) were applied. After the operation of this program for one month to 34 new nurses, learners' responses were analyzed. Result: Learners' knowledge of medication was greatly improved after this program. In addition learners' satisfaction with the overall education program, help in field applicability, ease of screen shift and exploration, and tutor activities were high and the contents were regarded suitable for e-Learning. Many things were advantageous such as easy accessibility, easy understandability with pictures and flash animation, practical cases and feedback from a tutor. Provision of a supplementary handout and improvement of a tight time schedule were pointed out as things to be improved. Conclusion: This e-Learning program can be used effectively for medication education for registered nurses, student nurses, and new nurses.

• Journal of Service Research and Studies
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• v.11 no.2
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• pp.37-66
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• 2021

This study aims to provide self-development opportunities to hair salons service workers through e-learning and provide the foundation of sustainable hair salons management by cultivating good talents to hair salons service business executives. In particular, the factors affecting e-learning achievement are identified according to learner characteristics to see whether these factors affect the satisfaction of e-learning learners and also affect the performance of management. The results of the study are summarized as follows. As a result of hypotheses testing on the relationship between e-learning learning environment and e-learning satisfaction, it was found that the higher the level of e-learning content quality is, the higher the satisfaction of e-learning is, the higher the satisfaction of e-learning is, and that the higher the quality level of the support infrastructure is, the higher the satisfaction of e-learning is. The results of the hypotheses testing on the moderating effect of learner factors showed that the influence of the quality of the support infrastructure on the e-learning satisfaction differs according to the level of the learner's goal consciousness. However, it was found that the influence of content quality on e-learning satisfaction according to the level of the learners goal awareness, the influence of content quality on e-learning satisfaction according to the level of the aggressiveness of the learners learning attitude, and the influence of the quality of the support infrastructure on the e-learning satisfaction according to the level of the aggressiveness of learners learning attitude were found to identically demonstrate no moderating effects. The results of hypotheses testing on the relationships among e-Learning performance show that the higher the satisfaction of e-learning was, the higher the customer orientation was, and the higher the satisfaction of e-learning was, the higher the contribution of management performance was, and the higher the customer orientation was, the higher the contribution of management performance was. The implications of this study are as follows. First, the actual path of realiting e-learning performance could be identified that is this study provided organizational decision makers involved in the hair salons service operations with practical guidance for the introduction and expansion of successful educational systems. Second, the e-learning environment derived from the theoretical background is different from the e-learning environment required by the learners.

• Educational Technology International
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• v.13 no.1
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• pp.79-100
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• 2012

The focus of this research is on identifying the problems that learners experience during online problem-based learning (e-PBL) from a cognitive perspective. The study is concentrated on learners' cognitive load level at each stage of e-PBL. The research questions are specifically as follows: What is the level of cognitive load at each stage of e-PBL and what is the relationship between cognitive load and group performance? What cognitive difficulties are experienced by learners in e-PBL and what causes cognitive difficulties? In this study, we found that cognitive load was the highest in stage 1 and there was negative relationship between cognitive load at stage 1 and group performance. In addition, learners experienced difficulties during e-PBL such as the complexity of task, the difficulty in collaboration, and the lack of appropriate references. For further study, we will investigate some strategies regarding adjusting learners' cognitive load in the early stages of e-PBL.

• Fourth Industrial Review
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• v.3 no.1
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• pp.13-20
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• 2023

Purpose - By designing a PEF(Personalized Education Feedback) system for real-time prediction of learning achievement and motivation through real-time EEG analysis of learners, this system provides some modules of a personalized adaptive learning system. By applying these modules to e-learning and offline learning, they motivate learners and improve the quality of learning progress and effective learning outcomes can be achieved for immersive self-directed learning Research design, data, and methodology - EEG data were collected simultaneously as the English test was given to the experimenters, and the correlation between the correct answer result and the EEG data was learned with a machine learning algorithm and the predictive model was evaluated.. Result - In model performance evaluation, both artificial neural networks(ANNs) and support vector machines(SVMs) showed high accuracy of more than 91%. Conclusion - This research provides some modules of personalized adaptive learning systems that can more efficiently complete by designing a PEF system for real-time learning achievement prediction and learning motivation through an adaptive learning system based on real-time EEG analysis of learners. The implication of this initial research is to verify hypothetical situations for the development of an adaptive learning system through EEG analysis-based learning achievement prediction.