• 수산해양교육연구
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• 제24권2호
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• pp.272-285
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• 2012

The purpose of this study was to develop the Learning Strategy e-Learning Contents based on the storytelling in university students. The objective of the Learning Strategy e-Learning Contents based on the storytelling was to increase in learning skill which university students will use to keep major learning during their courses. The Learning Strategy e-Learning Contents was based on the results of pre-research on storytelling and learning skill. In order to verify the effectiveness of the Learning Strategy e-Learning Contents based on the storytelling, it was analyzed to validity of contents by five professionals. The results of the study were as follows. The Learning Strategy e-Learning Contents based on the storytelling for increasing in learning skill of university students consisted of 15 sessions which proceeding a per semester: the starting phase(1-2), the execution phase(3-13), and the ending phase(14-15). The subjects were 20 university students who had randomly assigned to an experimental group(10) and a control group(10). Subjects completed a learning skill scale. Data analyses were conducted using ANCOVA. The results of the analyses revealed that subjects of experimental group showed significantly higher scores on learning skill than one of control group. Based on the above results, it is concluded that the Learning Strategy e-Learning Contents based on the storytelling was effective in improving learning skill of university students.

• 정보교육학회논문지
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• 제12권3호
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• pp.313-322
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• 2008

e-Learning을 이용한 사이버교육이 확대됨에 따라 학습자들의 수요에 맞춘 다양한 학습콘텐츠(Learning Contents)가 제작되고 있다. 그러나 이런 학습콘텐츠의 제작은 많은 시간과 비용이 소모되어 학습자들의 다양한 수요를 만족시키기 어려운 실정이다. 이를 해결하기 위한 학습콘텐츠의 제작에 대한 표준 및 학습콘텐츠 메타데이터(Learning Contents Metadata)등의 연구는 학습콘텐츠의 재사용성을 높이고 아울러 검색 기능을 높일 수 있다. 따라서 본 논문에서는 학습콘텐츠의 관리와 재사용성을 높이기 위해 기존의 버전관리 및 문서관리 시스템의 장점을 이용하여 자동화된 이력관리 시스템을 설계하고, 이를 학습콘텐츠 관리 시스템에 적용하는 방법 그리고 여러 지역에 분산되어 있는 학습콘텐츠 관리 서버로의 접근이 용이한 SOA 기반의 시스템을 구성하여 손쉬운 학습콘텐츠의 검색, 조회 및 통합 환경을 제공할 수 있는 학습콘텐츠 관리 시스템에 대해 연구하였다.

• 디지털융복합연구
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• 제6권2호
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• pp.135-143
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• 2008

The remarkable growth of the Internet since mid-l990s has expanded the e-learning market and brought the transformation of educational environments and methodology. It can be said that the e-learning has changed the educational paradigm. Korean government is firmly determined to support the diffusion of e-learning because of the benefits of e-learning. People seem to accept the e-learning when its contents have high quality. A lot of research have been conducted on e-learning, however, it was mostly about user's usage intention, satisfaction and educational effect. It can't seem that sufficient research efforts have been put into figuring out the role of e-learning contents quality in the expansion of e-learning. In this paper, we present the empirical study on the influence of e-learning contents quality on user's satisfaction and educational effect. We conducted an questionnaire survey on college students to collect data and found that the quality of e-learning contents has significant influence on the users' satisfaction.

• 한국콘텐츠학회논문지
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• 제10권1호
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• pp.477-485
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• 2010

웹 기반 학습시스템은 다양하고 방대한 학습 콘텐츠가 운용되고 있다. 그러나 학습자가 학습을 위해 학습 콘텐츠를 선택할 때 이를 자신에 맞도록 효율적으로 구성하기는 매우 어렵다. 본 연구에서는 학습자가 학습을 계획할 때 학습자 프로파일의 학습 히스토리 정보를 기반으로 선호도를 산출하여 학습 콘텐츠를 학습자에게 제안하는 방법을 제시하였다. 학습 선호도 산출은 토픽 선호도 벡터 값으로 산출하여 적용하였다. 학습의 적용 결과로 학습 모집단을 선별하여 학습을 진행하였으며, 학습후의 학습 만족도가 매우 높게 나타남으로서 본 제안방법이 학습자 스스로의 학습 진행에 많은 도움을 줄 수 있음을 제시하였다.

• 한국콘텐츠학회논문지
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• 제6권3호
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• pp.108-115
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• 2006

e-Learning콘텐츠는 여러 가지 데이터들로 조합된 멀티미디어 데이터로 구성되며, 일정 기간 동안 전문가들이 모여 복잡한 절차를 거쳐 개발하게 된다. 따라서 e-Learning 콘텐츠를 개발하기 위해서는 교육과정의 기획자, 내용전문가, 교수설계자, 나레이터, 웹 디자이너, 웹 프로그래머, 플래셔, 일러스트레이터 등 다양한 작업 그룹 구성원들과 함께 협력작업이 이루어져야 한다. e-Learning콘텐츠 개발에서 중요한 것은 협력작업을 통한 최종 결과물 뿐만 아니라 참여자의 전문성 개발을 통한 품질확보이다. 이러한 전문성은 개념적 기술적 지식의 체계적 축적만으로 개발되는 것이 아니라 진행되고 있는 활동과정과 결과에 대해 지속적으로 숙고하는 과정을 통해 만들어진다. 따라서 참여자들의 전문성 개발을 통해 e-Learning 콘텐츠의 질적 향상을 도모하기 위해서는 공동작업의 진행과정을 모니터링하고 평가함으로써 결과물이 지속적으로 발전할 수 있도록 지원할 필요가 있다. 본 논문에서는 e-Learning콘텐츠 개발 프로젝트 수행에서 중요한 협력작업과 함께 참여자의 전문성 개발은 물론 e-Learning콘텐츠의 질적 향상을 위해 콘텐츠 개발 관련 당사자의 성찰적 학습과정을 지원하기 위한 성찰적 협력작업시스템을 제시하였다. 본 논문에서 제안한 시스템은 크게 업무 프로세스 지원, 개인작업과 협력작업 지원, 협력적 성찰 지원의 네 가지 지원 도구로 구성되어 있다.

• Asia pacific journal of information systems
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• 제19권4호
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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.

• 한국멀티미디어학회논문지
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• 제19권2호
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• pp.325-333
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• 2016

The development of smart technology has brought the conversion of closed traditional e-learning contents into open flexible smart learning contents consisting of learner-centered modules, without the constraints of time and space by use of smart devices from the uniformed and passive classroom between teachers and learners. It has been demanded an open, personalized and customized teaching and learning contents of smart education and training systems according to wide supply of various smart devices. In this paper, we discuss about the status of the smart teaching and learning systems and analyze the characteristics and structure of the web contents for smart education and training systems by use of smart devices. And we propose a method how to block web contents, to extract them, and adapt personalized segments of web contents by adaptive algorithm into smart learning devices. We extract blocks from the web contents based on the smart device information and the preference information of the learners from existing web contents without the hassle of learners environment. After specifying a block priority from the extracted web contents by the adaptive segment algorithm, it can be displayed directly to the screen to fit the individual learning progress of the learners.

• 디지털산업정보학회논문지
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• 제14권3호
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• pp.103-113
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• 2018

The purpose of this study supports the establishment of national e-learning policy by analyzing e-learning status and current status of higher education. Enhance the competitiveness of higher education through sharing information between universities. And to improve e-learning quality management. We surveyed the current status of e-learning in 341 universities and questionnaires about e-learning content, e-learning application form, e-learning platform status was surveyed through each school's learning management system. As a result, the infrastructure of e-learning, the rate of platforms secured, and the contents are increasing gradually each year; however, still, not all students can receive the services equally. Dedicated servers and learning management systems were secured by more than 70% of general universities. In the current development status of e-learning content, multimedia, animation, and text forms are gradually decreasing, but video contents are increasing every year. Most of the online contents were used in the e-learning contents by application type, and blended learning, flipped learning, and mooc is not yet actively used since they are still in the beginning stage. Learning analysis techniques should be supported in order to easily use online learning contents such as flipped learning and mooc. We suggest that the effectiveness of e-learning should be measured and the current state of learning analysis for customized learning should be done. This study aims to contribute to the improvement of competitiveness of higher education by sharing information about e-learning among universities as a basis for improvement of e-learning policy. Future tasks are to improve the customized learning environment by adding whether the system environment for learning analysis is provided at the time of the survey.

• 한국콘텐츠학회논문지
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• 제9권7호
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• pp.371-378
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• 2009

많은 학습시스템이 학습자의 학습효율을 높이기 위하여 학습 난이도를 평가 및 적용하고 있다. 그러나 대부분의 적용방법들은 학습 전 또는 학습 후 학습결과를 분석할 때 산출되어 학습자가 학습도중에 난이도를 변경하면서 학습 콘텐츠를 제공받기 어렵다. 본 연구에서는 학습자의 수준을 학습 과정 중에 적용하고, 이 수준에 맞는 학습 콘텐츠를 다음 학습에 바로 적용시키는 방법을 제시하였다. 이를 통해 학습자는 사전 검사를 통해 설정된 난이도에 따라 다음 학습 콘텐츠를 제공 받을 수 있어 학습향상에 도움이 될 수 있도록 하였다.

• 디지털콘텐츠학회 논문지
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• 제8권1호
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• pp.61-68
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• 2007

e-Learning이 발전하기 위해서는 e-Learning을 통한 학습 효과와 효율이 지금보다 더 높아져야만 한다. 이는 콘텐츠 기획, 교수설계 등을 반영한 콘텐츠의 품질을 고려하는 미시적 관점과 실제 현장에서 의도한 학습이 촉진될 수 있도록 하는 거시적 관점 모두가 반영될 때 비로서 가능해질 것이다. 미시적 관점에서의 학습효과는 e-Learning 콘텐츠의 품질에 달려있고 콘텐츠의 품질은 그 개발 방법에 따라 달라질 수 있다. 따라서 본 연구는 기존의 콘텐츠 개발모델을 정리하고 이를 토대로 콘텐츠의 품질을 더 높일 수 있는 방법으로서 콘텐츠 개발 및 운영시 관련되는 지식을 활용하는 지식기반 e-learning 모델과 관련 지식에 관해 논의한다.