• International Journal of Contents
• /
• v.5 no.2
• /
• pp.1-5
• /
• 2009

This study was to analyze important dimensions and its factors of micro level of e-learning determining the quality of e-learning. E-learning dimensions and their factors were identified and developed from the analytical review of related researches. From literature review and survey as well as expert interview, six categories of e-learning identified from this study were: 1) curriculum content, 2) usability, 3) instructional design, 4) evaluation -both process and results, 5) management, and 6) refinement and improvement. A total of thirty-seven factors determining the quality of the e-learning six categories were identified. The rank order and contribution rates for each categories and factors were calculated to explain how importantly they contribute to the quality of e-learning. Also three dimensions such as controlling the e-learning quality, e-learning fundamental dimension e-learning process dimension, and e-learning product dimension, were explained. This study suggests a useful guidance for e-learning quality and evaluation framework for better results.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 2005.11a
• /
• pp.345-348
• /
• 2005

In this paper, we suggested an evaluation model for satisfaction of e-Learning. This model was composed decision of evaluation criteria, analysis of consciousness structure for evaluation factors using the Fuzzy Structural Modeling method, decision of weights for evaluation factors considering intersectional dependence relations and evaluation of satisfaction of e-Learning. The case study of this model was done for comparative analysis between teachers and students of e-Learning in high school.

• Journal of Information Technology Applications and Management
• /
• v.15 no.2
• /
• pp.33-49
• /
• 2008

The purpose of this study is to find student factors associated with the students' evaluation of university teaching, and to provide a meaningful reference to policy-making of teaching evaluation. Based on the surveyed questionnaires from 232 students who participated in e-learning course. in combination with applying descriptive statistics, this study analyzes (1) the influences of students' pre-motivation level of student based-on ARCS theory on class satisfaction, (2) the influences of students' grade, attendance, and class involvement on class satisfaction, and (3) the influences of e-learning experience on students' pre-motivation level and class satisfaction. Result of this study shows that: (1) students' pre-motivation level including Attention(A), Relevance(R), Confidence(C), and Satisfaction(S) is positively correlated to students' evaluation for teaching, (2) students' grade, attendance. and class involvement are positively correlated to students' evaluation for teaching, and (3) students' e-learning experience is not related with students' pre-motivation level, whereas it is related with class satisfaction.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.11 no.1
• /
• pp.135-144
• /
• 2015

This study aims to propose an evaluation model that enables cooperative learning using e-Learning system. Even if the teacher and the student are not in the same place at the same time, the team project deliverable submitted by the student to the online system can be viewed by the teacher, enabling the teacher to assess the student not only based on the project but also in many other aspects. The proposed e-learning cooperative learning model allows the development of assessment factors, using such factors in assessment of the student's activities which are performed through the e-learning system, and the feedback of the results to the student so that the student is further motivated for learning. The teacher performs a comprehensive assessment of such factors, which is considered in conjunction with the student's assessment. Implementing the cooperative learning model proposed in this study in various e-learning systems such as Moodle is expected to motivate the student for learning, produces better cooperative learning results, provides greater convenience of assessment to the teacher, and improves fairness of assessment by showing the student's activities in real time.

• Journal of Internet Computing and Services
• /
• v.10 no.3
• /
• pp.159-172
• /
• 2009

The purposes of this study were to identify factors affecting the quality of universities' e-learning contents from the perspectives of learners and to find out specific solutions for improving them. To achieve these goals, research questions were established as follows: 1) What factors were influencing the quality of universities' e-learning contents, and how were learners perceived about each factor(by its importance and satisfaction)? 2) Were there any differences on the learners' perceptions about each factor(by its importance and satisfaction)? 3) What were any specific ways to enhance the quality of universities' e-learning contents? The participants were of 543 university students who took at least one e-learning course and were living in the metropolitan areas(Seoul, Incheon, Gyeonggi). The survey questionnaire was consisted of 38 items developed through the literature review. To analyze the data collected, factor analysis and paired-sample t-test were conducted. The results were as follows: Five identified factors influencing the quality of universities' e-learning contents from the perspectives of learners were instructional strategies, learning contents, usability, evaluation/feedback, and interface design, and all identified factors were statistically significant differences among the learners' perceptions of its importance and satisfaction. The analysis results of importance-satisfaction matrix by each factor showed that 1) learning contents was the factor that current status should be at least continuously maintained, 2) usability, instructional strategies, and evaluation/feedback were the factors that learners' satisfactions still need to be increased although those importances were not relatively high, and 3) interface factor was important, while learners' satisfaction toward it was not much high so that solutions to increase the satisfaction need to be immediately considered. Based on the results, several suggestions to enhance universities' e-learning contents from the learners' perspectives were also recommended.

• The Journal of the Korea Contents Association
• /
• v.13 no.9
• /
• pp.476-484
• /
• 2013

The purpose of this study was to analyze the quality of 67 kinds of e-learning contents in an attempt to boost the effectiveness of distance teacher training. As a result of analyzing, the e-learning contents were rated highest in terms of 'training content,' followed by 'instructional design,' 'teaching & learning strategies,' 'evaluation' and 'interaction.' The scores of 'teaching & learning strategies,' 'evaluation' and 'interaction' were below 80 that was the standard of quality certification. In mean comparison(ES) of contents quality level between certified contents and non certified contents, 'instructional design' had the largest ES(effect size), followed by 'teaching & learning strategies,' 'evaluation'. In the analysis of evaluation factors, most of factors had a large effect such as 'webpage layout', 'selection of instructional design'. The findings of the study are expected to suggest what improvements should be made in the development of e-learning contents for distance teacher training.

• Journal of Digital Convergence
• /
• v.12 no.2
• /
• pp.475-482
• /
• 2014

A wide variety of contents are now provided along with the development of information appliances. The purpose of this study was to examine what should be considered to boost the quality of mobile device based e-learning contents. For this study, 12 evaluation domains and 26 evaluation items were selected using the Delphi method. The factors to be considered for mobile device based e-learning contents quality are summarized 4 factor. In other words, for the purpose of managing the quality of mobile device based e-learning contents, there exist four areas to be considered, 'foundation', 'contents', 'teaching design' and 'technology.' The findings of this study are expected to contribute to the improvement of the quality of the educational contents.

• The Journal of the Korea Contents Association
• /
• v.8 no.5
• /
• pp.260-267
• /
• 2008

The portfolio provides a method which can properly evaluate the student's long term period of learning and growth, and this allows students to have practical learning through self-reflection. However, following the realities of portfolio's operation, the portfolio is being operated formally just once only for the evaluation due to the difficulty of long custody and its time-consuming process. In this paper, after grasping the overall process of learning and the result of growth, we design the 'e-portfolio' which combines both learning and evaluation in order to minimize the physical constraint factors along with operating portfolio. After operating our newly designed 'e-portfolio' based on blog in order to verify it's effect, we found the meaningful changes in student's academic achievement and the positive possibility of its application to teachers. Therefore, with the operation of our suggested 'e-portfolio', we are expecting progressed and integrated portfolio education which combines the function of the learning and the evaluation.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2008.08a
• /
• pp.109-112
• /
• 2008

최근에 대학교에서는 e-learning 수업이 활성화되고 있다. e-learning에서는 각 단원의 마지막에 단원평가를 실시하여 학생들의 수업에 대한 성취도를 평가하고 있다. 그러나 대부분의 e-learning 수업에서는 단원평가 점수를 최종 성적에 반영하고 있지 않고 있다. 이유는 단원평가 성적과 시험 성적과의 상관관계에 대한 정확한 데이터도 없고, 시스템성의 원인 때문으로 이해된다. 본 연구에서는 2학기에 걸쳐 e-learning으로 수업이 진행된 과목을 대상으로 단원평가 점수와 학업 성취도 사이의 관계를 분석하였다. 분석 결과는 상관관계는 유의미한 것으로 나타났다.

• Proceedings of the Korean Operations and Management Science Society Conference
• /
• 2004.10a
• /
• pp.323-326
• /
• 2004

In recent years, domestic e-learning market has made rapid progress in its quality and quantity with the astonishing rate growth of internet. Although educational Websites are replacing the traditional second level education market, many of those Websites' contents have poor or unknown quality. To build an effective educational Website, it is essential to have clear evaluation criteria. Therefore, this study aims to examine what evaluation factors influence the satisfaction level of educational Websites for elementary school students. In conclusion, implications are discussed along with limitations and future research direction.