• The Journal of the Korea Contents Association
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• v.5 no.1
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• pp.9-17
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• 2005

In this paper we developed e-Leaning system based on open source software. We selected the Moodle that after compared the open source learning management systems. Moodle is LAMP(Linux, Apache, MySQL, PHP) based course management system (CMS), a software package designed to help educators create quality online courses. One of the main advantages of Moodle over other systems is a strong grounding in social constructionist pedagogy. Also we integrated Moodle and legacy systems such as streaming service, webhard service, and short message service. The system operated during one semester at college using blended learning model. We had obtained showed that the students had almost all scored quite highly as preferred learning environment through COLLES(Constructivist On-Line Learning Environment Survey) and ATTLS(Attitudes to Thinking and Learning Survey). Therefore this research showed that open source based e-Loaming system is stable and possible.

• Journal of Digital Convergence
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• v.5 no.1
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• pp.131-140
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• 2007

This paper studies characteristics of e-Learning users' motivation, attitudes and satisfaction. For this purpose, surveys were conducted of university students who choose e-Learning as one of main learning tools. The research found that stable service and proper service charges were critical to the loyalty to e-Learning service. It also showed that both quality and quantity of contents were very important factors to e-Learning growth.

• The Journal of Society for e-Business Studies
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• v.9 no.1
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• pp.61-81
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• 2004

Learning Contents Management System(LCMS) manages the contents and the process of teaming by incorporating the both in a flexible system to help learners to be able to utilize them efficiently. The e-Learning comprises all types of educations based on electronic technologies as well as the Web. The existing e-Learning system is a simple information system providing Web based contents, therefore, it cannot support flexibility for both learners and teachers. The core part of the e-Learning system should be a remote education system which creates bilateral response between the learners and teachers, by providing substantial contents based on the LCMS. In this paper, a new e-Learning system is constructed with reusable modules generated by Component-Based software Development(CBD). Furthermore, creates new contents groups and enables to develop learning courses utilizing the Learning Objects. And also, observing the SCORM standard, lecture contents are designed and prepared to support learners Learners are supported to produce profiles which enables themselves to manage, measure, and evaluate their own capabilities, so that they can develop themselves properly in accordance with their levels, build prototypes for self development. Also a system that comprises all these individual components is suggested.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2006.11a
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• pp.554-558
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• 2006

Construction Industry has become bigger, sophistication and specialization. At the same time, the concerns of Construction Management for achieving the goal of quality, cost & air are getting higher. Therefore it is demanded technology to conduct the CM works continuously in the Industrial world and be in process of education to train specialists. Studies are also been doing for it. But infrastructure circumstances are insufficiency comparing with the interests of construction industry. It is needed the scheme of education system to improve the above mentioned problem and to raise education quality standards. Consequently, the study is for E-learning education system. Because this system can help to save cost and to overcome the limits of time and spaces for existing off-line education. The study will present e-learning system architecture model to activate Construction Management education considering the distinctive features of CM.

• 한국경영정보학회:학술대회논문집
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• 2007.06a
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• pp.435-440
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• 2007

본 연구는 무리행동과 인지적 유용성을 중심으로, e-learning 컨텐츠 구매에 미치는 영향을 e-learning 수강경험자 집단과 경험하지 못한 잠재구매자 집단의 차이점을 경험적인 측면에서 밝히고자 시도하였다. 전체 528명의 표본을 경험자(395명)와 비경험자(133명)로 나누어 PLS(Partial Least Square)를 통하여 분석한 결과 e-learning 구매 경험자는 인지적 유용성이 구매의도에 주는 영향이 무리행동의 영향보다 큰 것으로 나타났고, 잠재 구매자는 무리행동이 구매의도에 주는 영향이 더 큰 것으로 나타났다.

• Journal of Digital Convergence
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• v.18 no.1
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• pp.369-377
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• 2020

The purpose of this study is to find out the effect of e-learning quality and learner's usage motivation on e-learning satisfaction in Korea and China. In addition, by comparing and analyzing the factors influencing the satisfaction of learners between the two countries, this study aims to suggest the effective use of e-learning. This study surveyed Korean university students at Y and K universities in Gyeongsangbuk-do and Chinese university students at A university in Henan, China. As a result, for Korean university students, it is showed that learning time, learning space, learning process, usefulness, e-learning information quality, and service quality affect e-learning satisfaction. For Chinese university students, learning time, learning process and e-learning system quality, information quality, and service quality were found to affect e-learning satisfaction. Among them, service quality was an important factor influencing e-learning satisfaction in both countries, but the average score of each factor was very low. In the future, we discussed ways to improve service quality.

• 한국디지털정책학회:학술대회논문집
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• 2005.06a
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• pp.605-615
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• 2005

This paper represent a method of U-Learning based on advanced e-Learning. Ubiquitous computing configuration and advanced Information technology. As we know well, the 21th century is called knowledge based informational society. Many scholar stress that the improved 21th century's educational paradigm be able to success based on advanced educational paradigm. Therefore, we discuss the material for e-Learning fields including with necessity, vision, law, quality authorization etc. Also, we discuss the relational technologies including with meta data, standardization, identification etc. Finally, we propose a method for constructing the U-Learning based on advanced e-Learning and Ubiquitous computing configuration.

• Journal of Korea Society of Digital Industry and Information Management
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• v.4 no.1
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• pp.105-117
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• 2008

T Abstract This study investigates the influence of differential factors on learner satisfaction by field-independent learning style in e-learning. Most of data were collected from students. Participants were classified based on a learning style typology (field-independent/dependent) and, then, analyzed was the influence of key factors on learner satisfaction using multiple regression analysis. This study suggests that e-Learning service providers need to differentiate learners based on learning style in order to improve learner satisfaction. Specially, Field independent learners are more likely to be satisfied by the teacher's provide degree of joyful, degree of contents, degree of learning control pacing, ability of problem solving and consistency.

• Educational Technology International
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• v.8 no.2
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• pp.53-71
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• 2007

This study identified the effectiveness of e-learning by comparing learning outcome in conventional face-to-face lecture with the selected e-learning methods. Two e-learning contents (animation based and video based) were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which is http://www.enaged.co.kr. Fifty-four Korean agricultural high school students were randomly assigned into three groups (face-to-face lecture, animation based e-learning, and video based e-learning group). The students of the e-learning group logged on the LMS in school computer lab and completed each e-learning. All students were required to take a pretest and posttest before and after learning under the direction of the subject teacher. A one-way analysis of covariance was administered to verify whether there was any difference between face-to-face lecture and e-learning in terms of students' learning outcomes after controlling the covariate variable, pretest score. According to the results, no differences between animation based and video based e-learning as well as between face-to-face learning and e-learning were identified. Findings suggest that the use of well designed e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities if e-learning was used appropriately in combination with conventional learning. Further research is also suggested, focusing on a preference of e-learning content type and its relationship with learning outcome.

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