• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.527-545
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• 2008

This paper suggested a 4E&E Learning Cycle Model using learning motivation for students in science education. The model has been developed on the basis of motivational and instructional design. The 4E&E Learning Cycle Model has four phases such as engage, explore, explain and expand, and two subsidiary phases such as evaluate, and feedback provided with at each phase. The model has gone a process of instruction with learning effects evaluation and providing feedback in science classroom, which facilitate to increase the effectiveness of learning activities. Especially, the 4E&E Learning Cycle Model using motivational learning strategies makes the learners be attractive to and immersed in instruction. This model has potentials in educating students in science education.

• Knowledge Management Research
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• v.6 no.1
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• pp.105-122
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• 2005

The LG Electronics case shows the process whereby an organization evolves as a learning organization through the integration of e-learning and knowledge management. In other words, it shows the process whereby e-learning is recognized as an important means of solving a problem concerning actual worksite operations, as it became one of the daily activities in the organization. In terms of organizational learning, this process points to the fact that e-learning is emerging as the fastest and most effective means of transferring the internally shared value of a company. Recently, advanced corporations and organizations have been endeavoring to boost their internal and external customer satisfaction and customer loyalty, paving the way for changes in their organizational cultures, and establishing learning organizations through e-learning. Therefore, from an advanced viewpoint, e-learning within a company is not a simple system of transferring educational contents, but is a knowledge portal concept connected with knowledge management. To achieve this end, the organization is required to undergo changes that is, it should make the acquisition of learning possible through e-learning and a knowledge management system (KMS) in order to improve corporate performance. Since LG Electronics is utilizing e-learning as a strategic means to change the paradigm of corporate education, and, in particular, is attempting to integrate this with knowledge management, insights that will facilitate the understanding of the core success factors in and challenges to the integration of knowledge management and e-learning can be obtained through this case.

• International Journal of Contents
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• v.4 no.4
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• pp.18-23
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• 2008

With the development of information communication and network technologies, ubiquitous era that supports various services regardless of places and time has been advancing. The development of such technologies has a great influence on educational environments. As a result, e-learning concepts that learners use learning contents in anywhere and anytime have been proposed. The various learning contents authoring systems that consider the e-learning environments have also been developed. However, since most of the existing authoring systems support only PC environments, they are not suitable for various ubiquitous mobile devices. In this paper, we design and implement a contents authoring system based on learning activities for u-learning environments. Our authoring system significantly improves the efficiency for authoring contents and supports various ubiquitous devices as well as PCs.

• Educational Technology International
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• v.10 no.2
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• pp.127-143
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• 2009

The purpose of this study was to identify the interaction patterns in distance only mode e-Learning. In order to investigate this study, messages shown in the electronic notice board were analyzed to see how interaction occurs between teacher and learner or learner and learner under the e-learning of cyber university. To analyze messages was applied according to the framework by Henri's contents analysis model. As a result of contents analysis on electronic board, the participative dimension was 399 messages. A learner put on 7~8 messages a day. The number of messages was low compared to the number of learners, but the number of inquiries was about 140. That means that each learner contacts and checks messages at least once a day. The meaning dimension was 600 units. The main interaction patterns were Interactive-social-cognitive-metacognitive. This means that e-Learning in distance only mode leads a positive attitude of learners as a self-directed learning, and needs teacher's well-structured instructional strategies for increasing interaction. In conclusion, social dimension and interactive dimension of messages support learners psychologically in the process of learning though they directly guide learning under the circumstances of e-learning lacking face-to-face element. It can be interpreted that the teacher's role is significantly important in order to attract learners' positive participation and cognitive and meta-cognitive dimension of messages and activities

• Journal of Society of Preventive Korean Medicine
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• v.11 no.2
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• pp.113-120
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• 2007

The Internet is increasingly changing our lives and enables the ordinary person to have access to never-ending quantities of information and knowledge. Technology and the Internet empower individuals and facilitate a more active role in the educational process. The webcast is a media file distributed over the Internet using streaming media technology and is used extensively in the commercial sector for investor relations presentations, in e-learning, and for related communications activities. And relating to computers, technology, and news are particularly popular and many new shows are added regularly. Especially e-learning is a general term used to refer to computer-enhanced learning and has the ability to level the learning playing field. So that the e-learning experience will be second nature to the growing Internet population. And this study intends to develop web-based education.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.236-248
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• 2008

This study has explored the elements of e-teaching portfolio for enhancing teaching expertise in higher education. This study is carried out through the literature review and expert's focus group interview. As the result of this study, seven elements of e-teaching portfolio for enhancing teaching expertise in higher education have been found. First, 'personal background' include curriculum vitae, course responsibility, and other educational activities. Second, 'teaching philosophy' include the principals on teaching and learning, statements of teaching philosophy. Third, 'learning environment' include the characteristics of students, the previous learning contents, and physical environment. Forth, 'course contents and methods' include teaching strategies and instructional materials, Fifth, 'instructional evaluation' includes the principals of evaluation and the examples of learning outcomes. Sixth, 'endeavor for improvement of instruction' include evidence of activity for teaching improvement and instruction feedback from peer and students. And e-teaching portfolio also includes research career and awards history element.

• Journal of Digital Convergence
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• v.16 no.6
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• pp.1-8
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• 2018

This study examined the major precedent variables that could affect e-learning users' attitudes in two highly-networked countries and a sharply-spreading country in East Asia, namely South Korea, Vietnam, and Singapore. This research also reviewed why e-learners were using the Internet for their study and unveiled cross-national differences in antecedents of online activities, motivations, intention to use, and enhancement in performance among three countries. This paper could see if there were any differences in precedents of e-learning among the countries by ANOVA. Plus, the study uncovered that what precedents impacted the follow-ups of e-learning by regression analysis in each country. The paper found out that differences in social and cultural aspect influenced on the precedents and the follow-ups of e-learning among the countries. For example, Korean learners had stronger utilitarian motivations for e-learning while the Vietnamese and the Singaporean did not. Korean and Singaporean learners were more strongly influenced to visit e-learning sites by their friends and lecturers than the Vietnamese.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.21-31
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• 2021

Flipped learning, which involves listening to lectures at home and performing dynamic group-based problem-solving activities in the classroom, is recently evaluated as a learner-centered teaching method, and interest and applications in engineering education are increasing. Therefore, this study aims to provide practical guidelines for successful application through empirical research analysis on the use of flipped learning in domestic engineering education. Through the selection criteria and keyword search, a systematic review of 36 articles was conducted. As a result of the analysis, flipped learning research in engineering education has increased sharply since 2016, focusing on academic journals and reporting its application cases and effects. Most of the research supported that flipped learning was effective not only for learners' learning activities(e.g., academic achievement, satisfaction, engagement, learning-flow, interaction), but also for individualized learning and securing sufficient practice time. It was often used in major classes with 15 to less than 50 students, especially in computer-related major courses. Most of them consisted of watching lecture videos, active learning activities, and lectures by instructors, and showed differences in management strategies for each class type. Based on the analysis results, suggestions for effective flipped learning management in future engineering education were presented.

• Proceedings of the Korea Contents Association Conference
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• 2005.05a
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• pp.36-50
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• 2005

e-Learning has been mushrooming with wide range of learning groups from pedagogy to andragogy. Despite of increasing e-learning opportunities, many people doubt whether e-learning learners really learn something. The related research papers emphasized that e-Learning would be a failure in terms of understanding of e-learners and intuitive learning activities for activating learner's long-term memory span. The current learning strategies in e-Learning may be based on the traditional classroom, and this results in boring and ineffective learning outcomes. This paper analyzed that how learners have received e-Learning for the last few years from the research and explained what could be the failing aspects of e-Learning. To be successful, e-Learning should consider the e-Learner's individualized teaming style and thinking patterns. When considering of various e-Learning components, the quality of e-learning should not be focused on any specific single factor, but develop every individual factor to the high level of quality. In conclusion, this paper suggest that we need new understand of e-Learning and e-Learner. Also the e-Learning strategies should be examined throughly whether they are on the side of learners and realized how they learn from e-Learning. Finally, we should add enormous imagination into e-Learning for next generation because their teaming patterns significantly differ from their parent's generation.

• 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.