• 한국정보시스템학회지:정보시스템연구
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• 제14권2호
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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.

• 한국컴퓨터정보학회논문지
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• 제21권7호
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• pp.93-100
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• 2016

This paper shows what kind of influence the learning motivation factors have on the effectiveness of Flipped Learning Model through the case of operating a JAVA programming subject. The Flipped Learning Approach consisting of Before Class, Before or At Start of Class, and In Class provides the students with learning motivation as well as satisfies Keller's ARCS(Attention, Relevance, Confidence, Satisfaction) to keep them studying steadily. This research conducts the operation of Flipped Learning and gets Exploratory Factor Analysis and Reliability Analysis from the result of the course experience questionnaire at the end of the class. Given this survey result, Flipped Learning approach improves the learners' satisfaction in class and the effectiveness in the fields of understanding learning context more than does the previous lecture-based learning approach by pacing learning procedure and conducting self-directed learning.

• 디지털융복합연구
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• 제7권3호
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• pp.49-60
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• 2009

The aim of this study was to develop a model for teaching-teaming by applying Ubiquitous at a learning experience field, in which connect characteristics of both ubiquitous application learning and experience teaming, making use of them. A literature survey of concepts was conducted, with the main areas to find out relationships between ubiquitous application learning and experience learning. Experience learning by applying ubiquitous learning methods maximizes its efficiency of experience learning in considering ubiquitous learning methods's characteristics of dynamic, interaction, sharing. Also it makes communications through positive participation and active interaction, and leads to a process of internal examination. The research data suggests that critical factors of experiencing learning applying ubiquitous are acquiring information and memory, information integration and exquisiteness, emotional and social activity, producing activity, help activity.

• 한국정보시스템학회지:정보시스템연구
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• 제30권2호
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• pp.127-146
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• 2021

Research Purpose Advances in digital technology have facilitated the widespread adoption of online learning, which has become a substantial way of learning. Although digital immigrants have become a main group of users of learning online, there is a lack of understanding of their online learning. This study aims to explore digital immigrants' adoption of online learning from the goal-pursuit perspective to gain insight into how they use online learning. Research Method A laddering interview was conducted with 22 Korean adults to elicit their goals in online learning. Then, a means-end chain analysis was used to derive their hierarchical goal structure. Findings The results reveal digital immigrants' goal structure of online learning, consisting of four attributes of online learning (e.g., accessibility, diversity, up-to-dateness, and repeatability) and six goals (e.g., self-esteem, enjoyment, recognition, productivity, gaining insights, and positive relations). This study contributes to the literature by providing a rich picture of their use of online learning.

• Journal of information and communication convergence engineering
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• 제18권4호
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• pp.239-244
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• 2020

This study analyzed the influencing factors of learning engagement and teaching presence in online programming practice classes. The subjects of this study were students enrolled in an industrial specialized high school, who practiced creating Arduino circuits and programming using a web-based virtual practice tool called Tinkercad. This research adopted a tool that can measure task value, learning flow, learning engagement, and teaching presence. Based on this analysis, learning flow had a mediating effect between task value and online learning engagement, as well as between task value and teaching presence. Increasing learning engagement in online classes requires sensitizing the learners about task value, using hands-on platforms available online, and expanding interaction with instructors to increase learning flow of students. Furthermore, using virtual hands-on tools in online programming classes is relevant in increasing learning engagement. Future research tasks include: confirming the effectiveness of online learning engagement and teaching presence through pre- and post-tests, and conducting research on various practical subjects.

• 한국도서관정보학회지
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• 제37권4호
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• pp.45-66
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• 2006

모든 공공도서관은 지식정보센터와 게이트웨이로서의 정체성을 기반으로 개인과 집단에게 평생학습, 문화활동, 정보해득력 등을 제공해야 한다. 이러한 당위성에 입각하여 본 연구는 국내 공공도서관의 평생학습활동을 성찰하고 바람직한 지향성을 모색하였다. 미래의 공공도서관은 핵심역량과 평생학습의 연계성을 강화하고, 디지털 정보해득력을 제고시키는 프로그램을 개설하며, 특히 소외계층인 장애인과 노령자의 정보격차를 해소하기 위한 평생학습프로그램을 개발 제공해야 한다.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제14권3호
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• pp.1228-1248
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• 2020

Steganalysis & steganography have witnessed immense progress over the past few years by the advancement of deep convolutional neural networks (DCNN). In this paper, we analyzed current research states from the latest image steganography and steganalysis frameworks based on deep learning. Our objective is to provide for future researchers the work being done on deep learning-based image steganography & steganalysis and highlights the strengths and weakness of existing up-to-date techniques. The result of this study opens new approaches for upcoming research and may serve as source of hypothesis for further significant research on deep learning-based image steganography and steganalysis. Finally, technical challenges of current methods and several promising directions on deep learning steganography and steganalysis are suggested to illustrate how these challenges can be transferred into prolific future research avenues.

• Journal of Information Processing Systems
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• 제13권1호
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• pp.57-67
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• 2017

In this paper, Atanassov's intuitionistic fuzzy set theory is used to handle the uncertainty of students' knowledgeon domain concepts in an E-learning system. Their knowledge on these domain concepts has been collected from tests that were conducted during their learning phase. Atanassov's intuitionistic fuzzy user model is proposed to deal with vagueness in the user's knowledge description in domain concepts. The user model uses Atanassov's intuitionistic fuzzy sets for knowledge representation and linguistic rules for updating the user model. The scores obtained by each student were collected in this model and the decision about the students' knowledge acquisition for each concept whether completely learned, completely known, partially known or completely unknown were placed into the information table. Finally, it has been found that the proposed scheme is more appropriate than the fuzzy scheme.

• 정보교육학회논문지
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• 제15권2호
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• pp.179-188
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• 2011

본 논문의 목적은 정보통신윤리 교육을 위한 효과적인 블랜디드 문제중심학습 시스템을 구현하는데 있다. 제안 시스템은 온라인 학습과 면대면 수업이 체계적으로 혼합되었고 온라인 학습 플랫폼을 위해서 무들을 활용하였다. 위키와 블로그를 지식의 생성뿐만 아니라 문제중심학습을 지원하기 위한 능동적 학습 도구로 활용하였다. 제안 시스템에서 학습자가 새로운 지식 생성과 문제 해결 능력 향상, 협동학습의 이해와 같은 문제중심학습의 다양한 효과들을 체험하기 위한 열린 공간으로서의 웹 2.0을 활용하였다. 블랜디드 문제중심학습 시스템은 교수 -학습 모형과 함께 정보통신윤리 학습에서 학습자의 수업 만족도와 학업성취도가 평가되었다. 연구 결과를 보면 블랜디드 PBL 학습 방법이 면대면 PBL 학습 방법보다 정보통신윤리 의식 함양에 효과적이었으며 면대면 PBL 학습 방법보다 학습자들의 만족도와 학업성취도가 높았다.

• 디지털융복합연구
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• 제12권3호
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• pp.383-390
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• 2014

최근에는 IT와 관광을 융합하는 IT관광 융합학문이 미래학문으로 떠오르고 있다. 융합학문은 소셜 데이터 분석에 열을 올리고 있다. 소셜 네트워크 서비스는 마케팅 분야에서 많은 활용되고 있으며 학습에 적용하는 사례도 증가하고 있다. 본 연구는 u-스마트 관광정보 시스템을 이용한 모바일 학습 콘텐츠를 설계한다. 이것은 관광정보 패턴 템플리트 라이브러리에 있는 관광정보 콘텐츠를 학습의 효과를 증대하기 위해서 모바일 학습 콘텐츠로 변환하는 것이다. 모바일 학습 콘텐츠 설계는 u-스마트 관광정보를 이용한 스마트폰 앱(App)과 XMI를 활용하여 열 개의 설계 과정을 거친다. 향후 이 설계과정을 거쳐 모바일 학습 콘텐츠를 구현함으로써 관광정보 콘텐츠 정보품질에 맞는 모바일 학습 콘텐츠를 생성하고 관광정보콘텐츠를 실시간으로 학습 할 수 있는 것이 최대 장점이다.