• Title/Summary/Keyword: e-Learning 성과

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The Effect of e-Learning Application to the Unit of Making Short Trousers in Technology-Home Economics of Middle School (중학교 기술.가정교과의 반바지 만들기 단원에 대한 e-Learning 적용 효과)

  • Jeong, Bok-Hee;Son, Won-Kyo
    • Journal of Korean Home Economics Education Association
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    • v.20 no.2
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    • pp.1-14
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    • 2008
  • This study was performed to evaluate the effect of the e-Learning application on the teaching learning method in Technology-Home Economics of Middle School. For e-Learning of clothing part, diverse teaching programs and contents were reconstructed and provided in cyber-space. Among the uploaded diverse materials including advanced and supplementary materials, students could make a choice which depends on their own levels. Since the results of assignments could be uploaded in cyber-space and easily accessible to all students, the reliablity of estimation was increased and self-directed learning ability was improved. Also, more effective teaching learning activity could be expected through the mutual exchange of opinion between students and teacher, and among students. Besides, counselling and advices on overall aspect of student's life were also possible. The students were generally satisfied to e-Learning instruction. The interest and understanding about clothing part were increased, and the academic attitude and habit were positively changed. Also they responded that e-Learning instruction were very helpful because learning was possible even after school, diverse materials for learning were available, and submitting the results of assignments was very convenient. In conclusion, the application of e-Learning on the teaching learning method was very effective and should be encouraged. The development and supplement of diverse programs and contents will be necessary for more successful e-Learning instructions.

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Study on the Effect of Sociability, Ease of Use, Usefulness, Enjoyment on Acceptance Intention in e-Learning -A Perspective of the Extended Technology Acceptance Model- (이러닝에서 사회성, 사용용이성, 유용성, 즐거움이 수용의향에 미치는 영향 연구 -확장된 기술수용모델 관점-)

  • Lee, Jong-Man
    • The Journal of the Korea Contents Association
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    • v.12 no.4
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    • pp.417-425
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    • 2012
  • The purpose of this paper is to examine factors influencing e-Learning acceptance intention through extended Technology Acceptance Model(TAM) applying TAM, the motivation theory, and the social response theory. To do this, this paper proposes and analyzes a theoretical model consisting of factors such as perceived sociability, perceived ease of use, perceived usefulness, perceived enjoyment, and e-Learning acceptance intention. Our findings are revealed as following: First, perceived usefulness and perceived enjoyment have positive effects on e-Learning acceptance intention. Second, perceived ease of use has positive effects on determinants of e-Learning acceptance intention. Third, perceived sociability not only has direct influence on e-Learning acceptance intention but also has indirect influence carried by perceived usefulness.

The Effect of Mobile e-Learning Contents Platform Characteristics on Reuse Intention

  • Na, Jun-Gyu;Kim, Dongyeon
    • Journal of the Korea Society of Computer and Information
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    • v.25 no.9
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    • pp.183-191
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    • 2020
  • Many learners are encountering e-Learning contents with smart devices and contents provides are carefully observing learners' reuse intention and behavior. Therefore, this study investigated the effect of e-Learning content platform characteristics on reuse intention for 200 users with smartphone-based e-Learning experience. The results show that the characteristics affecting reuse intention are content quality, interactivity, and ubiquity. Moreover, for men, only interactivity affects reuse intention, and for women, ubiquity and content quality affect reuse intention. When using smartphone-based e-Learning for less than an hour a day, only content quality affects reuse intention. On the contrary, ubiquity, convenience, and interactivity influence reuse intention when learning for more than one hour. Our results suggest meaningful implications that how e-Learning companies change their smartphone-based platform business strategy and how they utilize its key factors.

A Study on Designing and Developing a Personalized e-Tutor to Facilitate e-Learning (이러닝 환경에서 학습촉진을 위한 개인화된 e-튜터 설계 및 개발에 관한 연구)

  • Kim, Jeong-Hwa;Kang, Myung-Hee
    • The Journal of Korean Association of Computer Education
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    • v.14 no.1
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    • pp.91-109
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    • 2011
  • This study describes the design and development of personalized e-Tutor to facilitate e-Learning. An e-Tutor was developed to provide personalized cognitive, emotional, and social learning supports automatically and integrated into an e-learning system. Fourteen learning supports selected in this study were consisted of eight cognitive, three emotional, and three social factors respectively. Participants were 202 adult learners in corporate training environments. The result indicated that e-Tutor was perceived useful in general. Amongst three, cognitive support was perceived as the most useful. Emotional and social supports of encouraging learners and facilitating interactions among learners were also reported useful to facilitate the desired learning outcomes.

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The Effect of Community of Learning(CoL) on the e-Learning Performance (학습 공동체의 특성이 기업 e-Learning 성과에 미치는 영향)

  • Suh, Hyunju;Chung, Yesun;Kym, Hyo gun
    • Knowledge Management Research
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    • v.5 no.1
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    • pp.19-38
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    • 2004
  • The present paper examines the effect of "community of learning" factors as well as learning and contextual factors on the e-learning performance empirically. The concept of community of learning, which was derived from community of practice, has not been emphasized in previous studies on e-learning. Data were collected from 226 people who had experienced e-learning and multiple regression analysis was used to analyze the data. The results are as follows; First, learning motivation and appropriateness of learning contents, ease of system use, and knowledge sharing have a positive effect on learner's satisfaction. Whereas, learning motivation, appropriateness of learning contents, ease of system use, knowledge sharing, and activated communication are appeared to affect the ability of performing tasks significantly.

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Effect of the e-Learning Instructional Design on Perceived Learning Transfer and Satisfaction (e-Learning 프로그램 교수설계요인이 학습전이 및 만족도에 미치는 영향)

  • Won, Hyo-Jin
    • The Journal of the Korea Contents Association
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    • v.13 no.8
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    • pp.482-489
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    • 2013
  • The purpose of this study was to identify the relationship of instructional design, perceived learning transfer, and satisfaction. The data were collected using questionnaire from the sample of 239 nursing students. The level of learning transfer was explained by introduction with learning context & providing guidance and initial attention. The level of learning transfer was explained by learning object with motivation, learning goal alignment, accessibility and feedback & adaptation. The level of program satisfaction was explained by introduction with learning context & providing guidance and initial attention. The level of program satisfaction was explained by learning object with motivation, presentation design, interaction availability, feedback & adaptation, learning goal alignment and contents quality. The findings serve as basic data to design e-Learning program to improve learning transfer and satisfaction.

Effect of e-Learning for Kindergarten Teachers Training (보육교사 양성 e-러닝 과정의 효과성 분석)

  • Jo, Il-Hyun
    • Journal of The Korean Association of Information Education
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    • v.11 no.3
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    • pp.289-298
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    • 2007
  • The purpose of the study is to investigate the effect of e-Learning course for kindergarten teachers and to generate suggestions for the revision of the course. To pursue for the purpose of the study, two hundred and ninety two subjects had participated in the quantitative study. The results indicate that the e-learning course was effective in terms of the student achievement, especially for the less privileged students. For the learners who were not majored in education for young children, and who had lower level academic degree enjoyed more benefit from the e-Learning course than their colleagues with higher level academic degrees. Also some issues that should bring some concerns such as the flaws of measurement instrument were discussed. Finally, implications regarding instructional design of e-Learning courses were suggested.

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A Study on Teaching-Learning Strategies for Flow Experience in e-Learning Environment (e-Learning 환경에서의 몰입(Flow) 경험을 위한 교수 학습 전략 연구)

  • Lee, EunKyoung;Han, Keun-Woo;Kim, SeongSik;Lee, YoungJun
    • The Journal of Korean Association of Computer Education
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    • v.10 no.1
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    • pp.21-30
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    • 2007
  • It is necessary to design a careful teaching-learning plan for motivating learners as well as helping them to maintain the learning process so that the advantages and effects of e-Learning system are fully exploited. In order to solve the problems in motivation and maintaining learning, we reviewed the Flow Theory and its relevant previous research materials, analyzed the technological and environmental characteristics of e-Learning, and developed the teaching-learning strategies to promote flow experiences fit for the characteristics of e-Learning. Additionally, to verify the effectiveness of these strategies, we have implemented an e-Learning system based on the strategies and applied it in the actual teaching-learning field. As a result, it has been proved that the teaching-leaning strategies developed for flow experiences in this study were helpful in improving learners' flow level and, consequently, contributed to the enhancement of their academic achievements.

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A Study on the Technical Evaluation of the Quality Certification for e-Learning Contents (이러닝 콘텐츠 품질인증 기술성 평가기준에 관한 연구)

  • Han, Tae In
    • Journal of Digital Convergence
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    • v.13 no.1
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    • pp.49-66
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    • 2015
  • The increase of social interest for the e-Learning industry leads to the increase of e-learning contents and the system providers which are targeted at private education companies and public institutions. As the e-Learning is used in various areas, the evaluation for evaluation criteria and suitability are needed to provide a high-quality service and reliability. Previous works suggested the evaluation criteria for quality certification, however, the technical evaluation criteria are not provided. In this paper, we suggest the technical evaluation criteria for quality certification of e-Learning contents and describe the detailed features. Through the proposed work, we can establish the technical evaluation criteria and suggest detailed evaluation items for them by providing examples. It is expected that the proposed study is able to be utilized in e-Learning industry, if the policy is reflected and notified according to the feedback of the results of the trial service.

Classification of Online Simulation Content for Effective Engineering E-Learning Courses (효과적 이러닝 실습전략을 위한 온라인 시뮬레이션 구현방법 및 학습활동 분류)

  • Hwang, Suk
    • The Journal of Korean Institute for Practical Engineering Education
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    • v.2 no.1
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    • pp.77-83
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    • 2010
  • Effectiveness of the e-learning hands-on practice in the engineering education depends on the quality of the contents of which simulation is a part and the teaching strategy of the instructor. Instructors who develop and use the simulation-included e-learning content should employ various teaching and learning activities which would make online simulation practice effective. Thus, the strategy for the effective e-learning simulated practice in engineering courses should be known and used effectively. The aim of this paper is to classify the development methods of the simulations and the teaching and learning activities of the development types classified. The comparison of the teaching and learning activities leads to suggestion on teaching and learning strategy for effective use of the online simulation in engineering education.

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