• 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.

• IE interfaces
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• v.19 no.4
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• pp.324-332
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• 2006

It is believed that each learner has a preferred method to acquire and manage knowledge according to her/his learning style which influences learning achievement directly. The purpose of this paper is to statistically analyze relationships among individual learning styles, tutoring functions, and learning achievement in an e-learning environment. 524 survey results from participants of enterprise e-learning classes are classified into total group and superior group. T-Test and ANOVA analyses are carried between learning style and learning achievement and between learning style and preferred tutoring functions. The analysis results show that individual learning styles do not contribute to learning achievement while they are strongly related to preferences for some of tutoring functions. These results can be used to identify limitation of current e-learning practice and design better e-learning systems, especially, supporting appropriate tutoring functions for different types of learners.

• Proceedings of the CALSEC Conference
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• 2005.03a
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• pp.75-80
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• 2005

• Journal of Korean Academy of Nursing
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• v.35 no.6
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• pp.1113-1124
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• 2005

Purpose: The purpose of this study was to develop an e-Learning program about medication for nurses to enhance nurses' medication performance ability and to analyze learners' responses after studying with this program. Method: For the development of the e-Learning program, the NBISD(Network Based Instructional Systems Design) model, suggested by Jung(I999) was applied as a basic model and the instruction design theory of Gagne & Briggs(1979) and ARCS theory of Keller(I983) were applied. After the operation of this program for one month to 34 new nurses, learners' responses were analyzed. Result: Learners' knowledge of medication was greatly improved after this program. In addition learners' satisfaction with the overall education program, help in field applicability, ease of screen shift and exploration, and tutor activities were high and the contents were regarded suitable for e-Learning. Many things were advantageous such as easy accessibility, easy understandability with pictures and flash animation, practical cases and feedback from a tutor. Provision of a supplementary handout and improvement of a tight time schedule were pointed out as things to be improved. Conclusion: This e-Learning program can be used effectively for medication education for registered nurses, student nurses, and new nurses.

• Proceedings of the Korea Contents Association Conference
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• 2007.11a
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• pp.727-732
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• 2007

This paper is to investigate how types of presenting e-learning contents affect learning. The study examines learning outcome such as students' learning achievement, satisfaction, and perceived learning outcome of a course in liberal arts by three different types: VOD, WBI, and Text. The findings of this study will present the effectiveness of contents presentation type in e-learning. It is anticipated that the study will offer some suggestions to develop e-learning contents types for similar courses and further to develop effective contents types for various courses.

• 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).

• 대한공업교육학회지
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• v.30 no.1
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• pp.19-36
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• 2005

The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning 4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.

• International Journal of Internet, Broadcasting and Communication
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• v.4 no.1
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• pp.8-12
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• 2012

The purpose of this study is to review the possible effect of the learning paradigm shift from traditional method to ubiquitous learning. What are the societal issues that need to be address in order to design a new pedagogical platform trending from e-learning to m-learning and now the u-learning? That without the proper study of how learning environment may affect the learning process of an individual will lead to poor quality of education. This new era of learning environment offer a big opportunity for "anytime, anywhere" learning. Thus, Lifelong learning is at hand of everyone. Maximizing the benefit of new trend will be a great help and addressing the limitations will lead to quality education.

• Journal of Information Technology Applications and Management
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• v.17 no.3
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• pp.135-150
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• 2010

Interactivity has been referred to as an important element promoting students' active participation in virtual classes. Assuming that interactivity cannot be defined by a single dimension, this study proposes multi-dimensional interactivity. Multi-dimensional interactivity includes all types of interactivity in e-learning. This study explored multi-dimensional interactivity which affects learners' satisfaction with e-learning. Data were collected from 132 students who had attended e-learning courses and the relationship between multi-dimensional interactivity and learners' satisfaction levels were tested through regression analysis. The result of this study showed that mechanical, reactive, and creative interactivity were positively related to learners' satisfaction. However, social interactivity seemed not to be related to learners' satisfaction. This study provides new insights on interactivity and verifies the importance of the multi-dimensional interactivity. The result of this study is expected to provide practical implications for interactivity strategies in e-learning.

• Proceedings of the Korean Information Science Society Conference
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• 2005.07a
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• pp.73-75
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• 2005

최근 여러 대학기관에서는 신입생 및 재학생을 대상으로 인성, 학업, 진로에 관한 다양한 프로그램을 기획하여 실시하고 있다[1,2,3] 그 중 멘토링(mentoring) 프로그램은 대학교육 체제를 강화할 수 있는 방안으로 대두되었다[4,5]. 하지만 대부분의 멘토링 교육은 오프라인으로 진행됨으로 시간과 공간의 제약이 발생한다. 이 점을 해결하고자 e-mentoring이 제안되었다[6,7]. 그러나 기존의 e-mentoring에서는 멘토 와 멘티 와의 능동적인 의견 수렴에는 효과적이나 멘토링에서 요구되는 강좌의 지원 어렵다. 대안으로 LMS(Learning Management Solution)를 이용한 강좌 지원이 제안되기도 하였으나 학습관리 및 평가에 초점이 맞추어진 기존의 LMS와 멘토링교육은 그 성격부터가 차이가 있다. 따라서 본 논문은 다양한 멘토링 강좌를 지원하며, 멘토와 멘티사이의 능동적인 의견 수령이 가능한 독립형 e-mentoring시스템의 설계와 구축을 통한 그 기능과 장점을 확인하며, 실제 멘토링프로그램에 적용하여 평가하였다.