• International Journal of Knowledge Content Development & Technology
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• v.1 no.2
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• pp.43-51
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• 2011

Recently, increasing demand for teacher professional development and significant advances in information and communication technologies has led to a proliferation of online professional development. In spite of online professional development's popularity and advantages, research indicates that there is a concern of considerably high dropout rates of online learners. Therefore, to reduce the dropout rates of the learners, this paper is designed to help teachers identify professional development opportunities that are tailored to their needs as well as successfully complete these learning experiences. To achieve the purpose of the study, the paper explores the considerations for evaluating the characteristics of online learners and online professional development. Using these evaluations, this paper provides practical strategies for helping elementary and secondary education teachers successfully complete online professional development without dropping out an online course.

• International Journal of Computer Science & Network Security
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• v.22 no.3
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• pp.389-395
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• 2022

This quantitative study explored the extent to which convenience enhances professional development (PD) online. The sample of the study consisted of 421 teachers and supervisors. Findings evinced that convenience stimulated online PD. Another salient finding is the absence of significant differences among participants' responses concerning position and gender. Nonetheless, a significant difference exists in the variable of teaching experience. Teachers with more than 26-year experience were motivated to use online PD, which evidently could be attributed to the convenience they had over teachers with fewer years of experience.

• Journal of the Korean Society for Library and Information Science
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• v.50 no.2
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• pp.215-243
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• 2016

The purpose of this study was to examine the current development of continuing professional education for librarians with particular foci on online learning and professional competencies. It analyzed the current online training programs at the National Library of Korea along with on-site programs in order to identify their strengths and weaknesses. It also examined best practices of online continuing education abroad where more diverse and interactive delivery methods, such as webinars and webcasts, are used to inform latest and practical topics in the field. It found online training programs are not complementing but playing major roles in continuing professional education. The study also examined the current trends that library continuing educational institutions are applying core competencies schemes to continuing education programs in order to systemize their programs and to strengthen individual librarians' professional competencies.

• English Language & Literature Teaching
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• v.17 no.4
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• pp.1-22
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• 2011

Little has been known about the process of the language teacher professional development. The present study aims to investigate an assumption that anybody who has subject matter knowledge will be a good language teacher. A teacher with rich linguistic knowledge started to question the effectiveness of his online class. The teacher, in collaboration with a teacher trainer, became involved in the critical examination of his online class, seeking for more effective ways of teaching. The trainer provided the teacher with clinical supervision, which is characterized as developmental, collaborative, non-judgemental, interactive, and teacher-centered. The data collected at the multi-facets of the online teaching shows how the process of the teacher's decision-making became principled on the basis of recent developments in English language teaching, and how the teacher has gained pedagogical knowledge through reflection upon his teaching. The feedback from the students reveals that such teacher professional development is beneficial to student learning. These findings suggest that language teacher's professional development can take place when they are engaged in reflective teaching and classroom investigation. It is also suggested that the process of teacher development can be enhanced through collaborative supervision with trust, openness and congeniality between parties involved.

• Educational Technology International
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• v.18 no.2
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• pp.193-213
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• 2017

This study aimed to explore online learning profiles of in-service teachers in South Korea, focusing on video lecture and discussion activities. A total of 269 teachers took an online professional development course for 14 days, using an online learning platform from which web log data were collected. The data showed the frequency of participation and the initial participation time, which was closely related to procrastinating behaviors. A cluster analysis revealed three online learning profiles of in-service teachers: procrastinating (n=42), passive interaction (n=136), and active learning (n=91) clusters. The active learning cluster showed high-level participation in both video lecture and discussion activities from the beginning of the online course, whereas the procrastinating cluster was seldom engaged in learning activities for the first half of the learning period. The passive interaction cluster was actively engaged in watching video lectures from the beginning of the online course but passively participated in discussion activities. As a result, the active learning cluster outperformed the passive interaction cluster in learning achievements. The findings were discussed in regard to how to improve online learning environments through considering online learning profiles of in-service teachers.

• Journal of Korea Game Society
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• v.8 no.3
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• pp.31-41
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• 2008

Approximately 95.6% of Korean young people use internet and 82.5% among them experienced online games. 47% of internet users is aim to access online games. Even more 10.6% of students suffer from online game addiction. Even though they are aware of online game addiction problem, most of students and their parents is unable to receive proper help from counselors by lack of professional counselors for game addiction. Moreover, most of the on-site counselors for game addiction needs professional training courses and want to participates in that courses. To solve the problem, this paper found out the needs of them through the survey of students, parents, and on-site counselor's needs and will propose new training curriculum for professional counselors. The results of this study would be available to train professionals for game addiction counseling and could help students who suffer from game addiction. Ultimately korean young people will play online games healthy.

• Educational Technology International
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• v.6 no.1
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• pp.41-63
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• 2005

E-Learning is widely introduced with cyber universities in Korea from 2001 whencyber universities were first authorized by the Ministry of Education and Human Resource Development. E-learning amplified by cyber university gave a big impact in the campus based university which became the cause for the educational paradigm shift. The changes of status of cyber university shows important trend in college education which was analyzed by enrollment rate, types of cyber university, demography, and study areas. The enrollment rate of cyber universities is ever since 2001 and variety of study areas gives popularity to students. The demography of students is as expected older than traditional students. Female students at the cyber university outnumbered that at campus based university in Korea. For analyzing the trend of e-learning in Korea, there were studies twice in 2001 May-June from 213 faculty members and staff, 630 students and in 2004 May-June with 401 students. Most of e-learning students tent to spend less time yet, students feel more burden with e-learning. Professors tend to load more materials for the e-learning in 2001but in 2004 study, the difference no longer exists. Professors and students feel the academic achievement through e-learning is not as good as from the traditional classes. Difficulties for e-learning in 2001 were the lack of administrative information but in 2004, boring contents and lack of instructional strategies for e-learning. Technical problems still do exist but less serious. Suggestions for e-learning are blended learning, online students prefer video streaming with their own lecturer, new definition of instructor is needed, professional development for content development and online instruction is needed, success story of online learning should be encouraged, guidance for online students needed. The cyber university experiencegave a positive impact on the traditional universities such as rethinking the roles of universities, the quality control of classes, professional development, student oriented educational service of e-learning pedagogy.

• Journal of Korea Game Society
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• v.6 no.1
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• pp.11-20
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• 2006

It is necessary that the developer has advanced programming skill for development of network or online game. It takes a lot of time and effort to learn the professional knowledge and program for network communication. We show the case analysis for development for network or online game by developing P2P connection module based on the Virtools engine. It should profitable to reduce the development time and cost.

• Journal of the Korean Society of Costume
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• v.65 no.7
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• pp.101-117
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• 2015

Along with the development of overall internet service, online fashion communities appeared and have started to thrive. The growth of mobile service has led to an even bigger expansion of these communities, and will wield a strong influence for the foreseeable future. The purpose of our study is to investigate the relationship between the behavior of these fashion communities and personality characteristics of the community features. For our data analysis, our study used 302 men and women, aged from their 20's and their 40's. The study results are as follows: First, some features, such as interaction, entertainment, promotion, information, and system technique, were drawn as the factors of the online fashion communities. Second, we could divide the community behavioral types into three different groups: buyer, maven, and onlooker groups. Third, all three groups showed different community characteristics. The primary concern for the buyer group was promotion while the mavens and the on-lookers were most interested in information. Fourth, they also showed different demographic characteristics in terms of gender, age, duration of membership, on-line time per visit and number of visits per week. These results show that a new strategy is necessary for online fashion communities to differentiate themselves and their marketing to consumers and their community behavioral types.

• International journal of advanced smart convergence
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• v.7 no.4
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• pp.121-127
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• 2018

This paper develops and builds an Integrated Assessment System for National Competency Standard Professional Basic. The integrated evaluation system for basic job competency in the National Competency Standards is developed to conduct examination by means of computers, smartphones and tablet PCs. The system can be used for the basic job competency test, examination for online cyber universities, job competency examination for enterprises, and the listening, reading, and speaking test in the foreign language proficiency examination and is even better in terms of facility investment and saved operating costs as well as efficient use of spaces in comparison with conventional evaluation schemes. Even greater synergy effects can be achieved by providing support for the integrated evaluation system for basic job competency in connection with the NCS qualification system. The evaluation system has been tested and practiced at a specialized high school and can be applied to the NCS education evaluation of the college and four-year college and to the selection examination of new employees of the company.