• 한국멀티미디어학회논문지
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• 제6권3호
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• pp.527-538
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• 2003

원격강의 컨텐츠는 강의 저작도구나 애니메이션 도구를 사용하여 저작된다. 저작된 컨텐츠는 미리 생성된 마디어들을 통합하고 교수자의 강의행동이 추가된 하나의 파일형태로 저장된다. 이 파일들은 각 저작도구에 따라 각기 다른 방식으로 저장되기 때문에 강의의 호환성이 없으며, 강의를 구성하는 미디어들의 다양한 활용 가능성이 떨어진다는 단점이 있다. 이러한 구조적 특성으로 인하여 온라인 환경에서 스트리밍 형태로 강의를 서비스 할 수 없는 제약을 갖는다. 본 논문에서는 멀티미디어 동기화 표현 언어인 SMIL을 이용하여 원격강의 컨텐츠의 호환성을 보장하는 기법을 제안하고자 한다. 제안하는 기법은 SMIL의 확장형태이며, 원격강의만의 특징인 교수자의 강의 행동을 표현하기 위한 태그들을 포함한다. 부가적으로 SMIL로 표현된 원격 강의 컨텐츠를 온라인 환경에서 스트리밍 하는 모델과 이를 위한 전송 제어 기법을 제시한다. 제안한 방식으로 구축된 원격강의 컨텐츠는 변환 모듈의 설치만으로 모든 원격강의 저자도구에 적용될 수 있으며, 온라인 환경에서의 스트리밍 서비스를 위한 동기화 정보의 표현 모델이 될 수 있다.

• 한국콘텐츠학회논문지
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• 제12권3호
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• pp.487-497
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• 2012

본 연구의 목적은 온라인수업의 학습도구 개발을 통해 학습성취와 학습만족을 높이기 위한 것이다. 이를 위해 사이버대학의 온라인 학습자가 사용하는 강의, 과제, 온라인 상호작용 도구 그리고 오프라인의 상호 작용등의 학습도구와 학습성취, 학습만족간의 관계를 실증적으로 분석하였다. 사이버대학교에서 인간복지학부 수강자들을 대상으로 설문조사하여 수집된 자료(226명)를 구조방정식 모형을 이용하여 분석하였다. 연구결과, 과제와 오프라인의 상호작용 도구가 학습성취와 학습만족에 긍정적 영향을 보였고, 강의는 학습 만족에만 유의미한 영향을 보였으며, 온라인 상호작용 도구는 학습성취와 만족 모두에 영향을 미치지 않았다. 그리고 과제와 오프라인 상호작용도구가 학습성취를 매개로 학습만족에 영향을 보였으며, 학습성취는 학습만족에 직접적 영향을 나타냈다.

• 대한지구과학교육학회지
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• 제2권1호
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• pp.23-32
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• 2009

e-PBL based on constructivism adopted PBL(Problem Based Learning) and WBI(Web Based Learning), and it becomes the advanced model of instruction to be achieved PBL on-line. In this thesis, I applied e-PBL to 'the changing weather' part in the high school earth science I, compared to the lecture centered instruction, and analyzed how it affected on. On the basis of these, this study predicts the applicability on the cooperative learning and self-directed learning in the high school and suggests the improving of the teaching-learning with the results. The following shows the conclusion with as the central result of research. Firstly, the instruction applied e-PBL proved more effective academic achievement than the lecture centered instruction. Secondly, the instruction applied e-PBL proved more effective on the improving self-directed learning ability. Thirdly, the instruction applied e-PBL proved more effective self-efficacy than the lecture centered instruction.

• 한국콘텐츠학회:학술대회논문집
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• 한국콘텐츠학회 2009년도 춘계 종합학술대회 논문집
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• pp.373-377
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• 2009

본 연구는 학습자의 효과적 학습을 위해 온라인 상 콘텐츠 품질을 구성하는 요소와 오프 강의가 콘텐츠 품질을 인식하는데 얼마나 영향을 주는가를 알아보기 위한 연구이다. 다속성 태도모델(multiattribute attitude model)의 속성만족도-중요도 모델(attribute satisfaction-importance model)을 중심으로 온라인 학습에 있어 콘텐츠 품질이 학습태도에 미치는 영향과 오프 강의를 병행했을 때의 학습태도(learning attitude) 형성의 변화에 대한 관계를 살펴보고자 한다. 콘텐츠 만족도에 대한 신념(belief)은 콘텐츠 품질을 구성하는 요소로 음성강의, 동영상강의, WBI방식 강의로 나누어 평가한다. 여기에 웹상의 강의와 오프강의를 병행했을 때 형성되는 학습태도의 변화에 대해 연구한다.

• 한국콘텐츠학회논문지
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• 제9권10호
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• pp.492-499
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• 2009

본 연구는 학습자의 효과적 학습을 위해 온라인 상 콘텐츠 품질을 구성하는 요소와 오프라인 강의가 콘텐츠 품질을 인식하는데 얼마나 영향을 주는가를 알아보기 위한 연구이다. 다속성 태도모델(multiattribute attitude model)의 속성만족도-중요도 모델(attribute satisfaction-importance model)을 중심으로 온라인 학습에 있어 콘텐츠 품질이 학습태도에 미치는 영향과 오프라인 강의를 병행했을 때의 학습태도(learning attitude) 형성의 변화에 대한 관계를 살펴보고자 한다. 콘텐츠 만족도에 대한 신념(belief)은 콘텐츠 품질을 구성하는 요소로 음성강의, 동영상강의, WBI방식 강의로 나누어 평가한다. 여기에 웹상의 강의와 오프라인 강의를 병행했을 때 형성되는 학습태도의 변화에 대해 연구한다.

• 품질경영학회지
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• 제38권2호
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• pp.161-170
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• 2010

Diffusion of e-learning has been accelerated according as the convenience and effectiveness have been increased rapidly due to the advancement of information technology. However, there has been few studies on systematic evaluation of its performance. SERVQUAL model was applied to evaluate the service quality of a 100% on-line lecture opened in a major Korean university. Two classes, one for 71 undergraduate students, the other for 79 graduate students, were opened for the lecture. The gaps between the expected service and the perceived service scores were compared with respect to sex, age, and e-learning experience. Although the gap score of male and female students were not different significantly, the gap scores among the other comparative groups were different. The perceived score of the older group with more than thirty ages was lower than that of the younger group. It seems that the older group evaluated the score based on the practical use of the subject since they are part-time students with jobs. Also, the perceived score of the group with previous e-learning experience was higher than that of the group with no e-learning experience. It seems that the experienced group evaluated it compared with the previous e-learning satisfaction. As it might be expected, the groups with higher perceived scores had stronger intention to recommend the e-learning lecture to other students.

• 대한지역사회영양학회지
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• 제4권4호
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• pp.539-545
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• 1999

This study was intended to develop food and nutrition cyberclass contents for nonmajor students at university. We investigated universities which offered food and nutrition related courses in 1998 by a telephone survey in order to select the most appropriate lecture contents for the nonmajor university students. We investigated to select the most needed lecture contents for the students, 15 questions on evaluation of cyberclasses which they took. The number of subjects were 140 students of ‘C’university who registered for nonmajor food and nutrition course in 1998. Among 140 students, 80 were cyberclass students and 60 were non cyberclass students. The results of the survey were as following : Fifty-five universities out of 62 had curriculums on food and nutrition in 1998 and 36,802 students attended the non major food and nutrition lectures. 84.9% of the respondents had their own computes and the main application mostly used was word processing. Additionally, 33.3% of them used on-line communications and 81.4% of them used internet. The most interesting subject of the respondents was ‘disease and nutrition management’. The male respondents were concerned more about ‘alcohol and health’, whereas the females were concerned about ‘obesity and weight control’.

• 산업기술연구
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• 제21권A호
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• pp.135-139
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• 2001

There has been a study about the effective multimedia education using a computer following the appearance of a virtual space. Also, there has been an effort to connect the information & communication technology with education. The popular on-line lecture systems are mostly on English lecture sites. However, they just offer the VOD(Video On Demand) services ignoring students' convenience. To improve these week points, we design and implement the multimedia leaching system focusing on an efficient repeat-effect in order that students can control the Media Player by clicking a sentence on a web page. This paper presents the Editor and Player considering students' interest and the effective learning fruits. So users can easily make multimedia materials and use them to improve their English listening skill.

• 디지털산업정보학회논문지
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• 제19권2호
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• pp.79-87
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• 2023

On-line learning has been adopted as a major educational method due to the COVID-19 pandemic. Students and faculties got accustomed to on-line educational environment as they experienced it during the COVID-19 pandemic. Development of various technologies and social requirement for educational renovation lay groundwork for on-line learning as well. Therefore, on-line learning or blended learning will be likely to go on after the end of COVID-19 pandemic and it is necessary to prepare the guidelines for effective utilizing on-line learning. The primary purpose of this study is to examine the learning behaviors and the learning effects by using LMS data. Learning behaviors were measured in terms of learning time and access frequency for pre-recorded video lectures targeting computer-practice classes. The results of empirical analysis reveal that frequency was the significant predictor of course achievements but learning time was not. The findings of empirical analysis will provide insights that the effective planning and designing on-line classes based on learning behaviors are key to enhancing learning effects and learner's satisfaction.

• 한국간호교육학회지
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• 제14권1호
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• pp.30-37
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• 2008

Purpose: This study proposed to examine the effects of a blended-learning orientation program executed for nursing students' clinical practice. Method: The participants were 61 nursing students in the experimental group and 57 in the control group. For the experimental group, a blended-learning orientation program was executed by e-learning (on-line) and lecture-led training (off-line) from two-week before the start of clinical practice in medical-surgical nursing. For the control group, orientation was given in the traditional lecture-led training by distributing printed materials before clinical practice. A pre-test was conducted on the experimental and control group before clinical practice, and a post-test was conducted after two-week of clinical practice in order to examine the effects of the orientation program. Results: After two-week of clinical practice, differences were observed between the experimental group and the control group in adaptation to clinical practice (F=10.242, p=.002), communication skills (F=4.305, p=.040) and clinical competence (F=6.823, p=.010). Conclusions: The blended-learning orientation program enhanced nursing students' adaptation to clinical practice, improved their communication skill and increased their clinical competence. Accordingly, it is recommended to develop and apply practical education using blended-learning in the area of nursing science.