• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2007.10a
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• pp.687-690
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• 2007

Opening and participation, blog that mean public ownership, 2.0 series with UCC etc.. etc. is popularized to supply spread of latest web 2.0 technologies. While e-Learning was speaker initiative, lean much to elder brother knowledge last month and real condition that participation of learners is inactive in this running race meantime, e-Learning 2.0 that apply web 2.0 know-hows is offering environment that can spring this boundary. Because e-Learning applies well web 2.0, necessity of development of this running race 2.0 systems is risen with participation of learners and public ownership. e-Learning 2.0 may improve each other efficiency of study epochally exchanging studying method or know-how, information, summary notebook etc. with participation and public ownership.

• Proceedings of the Korea Contents Association Conference
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• 2007.11a
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• pp.719-723
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• 2007

It is very active that existing companies of providing e-Learning contents try to differentiate themselves through a business model based on Web 2.0. For instance, Etoos, online education website (www.etoos.com) run by SK Communications has made more space where students can participate in the Web 2.0 era and overhauled its website completely, turning into an open-ended one, which strengthens learning and fun in 2007. This study is to analyze the present state of e-Learning contents with representative e-learning sites for middle and high school students, to find that the development direction for next generation e-Learning lies in developing contents focusing on learners that can get effective feedback and drawing collective intelligence grounded on the essence of Web 2.0, and to suggest 'the project to form virtual private tutor community in e-Learning contents.'

• International Journal of Contents
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• v.5 no.1
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• pp.1-8
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• 2009

The new paradigm called the web 2.0 recently appeared in the web environment. We pay attention to the positive effects which may be brought about by application of the web 2.0 to e-learning; we think that it can improve problem solving skills of learners and reinforce their creativity. But until now, e-learning model, which understood the web 2.0 concept completely, has been never developed. In this context, we propose the web 2.0-based e-learning platform which induces all the courses for education such as the selection of topic, preparation of lecture schedule and contents, teaching and learning, to be decided by participants. We believe that this platform can replace or supplement the e-learning of web 1.0 age, and realize the positive effects.

• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.280-283
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• 2009

Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. E-learning 2.0 based on the Web 2.0 has a bottom-up approach which learners work on content with social networking and collaboration in their own cyberspace. Second Life is presented as a new e-learning environment. - Flexibility, - Strong social networking, - Residents’ creative activities of Second Life ⇨ Unlimited potential to educators Second Life is a classroom built in 3D cyber space.

• International Journal of Knowledge Content Development & Technology
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• v.5 no.2
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• pp.103-122
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• 2015

This study examined student satisfaction with e-learning experiences in order to determine which factors had the greatest impact on reports of satisfaction among students at Konkuk University. We surveyed 4,889 students enrolled in e-learning courses and analyzed 830 completed questionnaires to identify factors that influence student satisfaction with e-learning. Results showed significant correlations between system factors and satisfaction ($R^2=0.577$; p = 0.000). The system factor with the greatest impact on satisfaction was course attendance rate (0.224; p = 0.000).

• Educational Technology International
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• v.12 no.1
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• pp.67-94
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• 2011

The major concern of e-learning environment design is to create and improve artifacts that support human learning. To facilitate effective and efficient learning, e-learning environment designers focused on the contemporary information technologies. Web 2.0 services, which empower users and allow the inter-transforming interactions between users and information technologies, have been increasingly changing the way that people learn. By adapting these Web 2.0 technologies in learning environment, educational technology can facilitate learners' abilities to personalize learning environment. The main purpose of this study is to conceptualize comprehensively constructs for understanding the inter-transforming relationships between learner and learning environment and mutable learning environments' impact on the process through which learners learn and strive to shape their learning environment. As results, this study confirms conceptualization of four constructs by incorporating aspects of design that occur in e-learning environments with Web 2.0 technologies. First, learner-designer refers to active and intentional designer who is tailoring an e-learning environment in the changing context of use. Second, learner's secondary design refers to learner's design based on the primary designs by design experts. Third, transactional interaction refers to learner's inter-changeable, inter-transformative, co-evolutionary interaction with technological environment. Fourth, trans-active learning environment refers to mutable learning environment enacted by users.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2007.05a
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• pp.156-159
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• 2007

본 연구에서는 개 방, 참여, 공유를 기 본 가치로 하는 Web 2.0의 대표적 트렌드인 UCC(User Created Contents)를 e-Learning에 접목하여 비즈니스 모델 설계시 고려해야 할 사항들을 분석하였다. 현재 초중등은 물론 대학, 직장, 평생교육의 주류를 형성하고 있는 것은 e-Learning이다. 그러나 기존 e-Learning 모델들은 콘텐츠의 다양성 미흡, 감성의 부재, 흥미 부족 등 해결하기 어려운 문제들을 가지고 있다. 이에 기존 e-Learning 모델의 단점들을 보완해 줄 수 있는 UCC의 개념을 통합함으로써 교육효과를 극대화하고 교육 주체자들의 교육활동을 보다 편리하게 도와줄 수 있을 것이다. 이에 본 연구에서는 교육 주체자들이 제작한 콘텐츠를 Web2.0 플랫폼에 적용하여 참여와 공유를 이끌어 내고 궁극적으로 교육효과를 극대화 할 수 있는 비즈니스 모델을 설계시 고려해야 할 사항을 분석하여 제시하였다.

• Proceedings of the Korean Information Science Society Conference
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• 2006.06b
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• pp.259-261
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• 2006

"e" 시대로 대변되는 21세기는 정보화라는 짧은 과도기적인 사회변화 상태를 지나 지식이 새로운 국가 경쟁력으로 평가되는 지식기반사회로 급속하게 이전하고 있다. 이와 같은 현실은 언제(Any-Time), 어디서 (Any-Where), 누구나(Any-One) 지식을 효과적으로 활용할 수 있는 수단으로 e-learning이 교육의 새로운 패러다임으로 각광받고 있다. 하지만 현재의 e-learning은 기존의 오프라인의 교육 운영 형태를 그대로 답습함으로서 전문가에 의해 매뉴얼화 된 프로세스 정보를 매개로 학습활동이 이뤄지고 있으며 서비스제공환경의 제약으로 인해 개인의 참여와 사용자간 참여의 한계에 직면해 있다. 본 논문에서는 기존 e-learning의 문제점을 개선하고자 상호 작용성을 통한 사회적 실재감(Social Presence)을 느낄 수 있도록 차세대 Web인 Web2.0의 적용을 통해 e-learning 활성화 방안을 모색하고자 한다.

• Journal of Digital Contents Society
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• v.9 no.1
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• pp.41-51
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• 2008

In a circumstance that the development of mobile media through the on-line consumer desire in the era of Web 2.0 has promoted extension of personal mobile media on the part of consumers, this study examined consumer trends depending on use of e-learning contents through mobile media. In connection with tendencies through mobile prosumers' consumption patterns and use of mobile educational contents, I analyzed user demands based on characteristics of personal media centering around a communities of e-learning portals. Direction of e-learning technological development calls on mobile communication companies to open their networks and share platform following digital convergence. E-learning contents should be produced in a custom-made way for the personal media. This study is aimed at contributing for advancement of e-learning contents consumers' user convenience implicating examination into consumer demands which are necessary to invigorate e-learning contents.

• Journal of the Korean Data and Information Science Society
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• v.19 no.3
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• pp.851-865
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• 2008

Recently, the Web 2.0 and RSS techniques have gained enormous attention in the Internet and e-Learning fields. In this paper, we design a RSS system on the Web 2,0 base for e-Learning, and implement the educational RSS information sharing system for back-to-basic curriculum of secondary schools that is called EduRSS. Our EduRSS can create web feed file with RSS format from learning blogs for back-to-basic curriculum, and share it with other users conveniently. In addition, it also provide the recommendation function to improve the reliability of the RSS feed resources.