• 정보교육학회논문지
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• 제13권4호
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• pp.423-432
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• 2009

이 연구는 e-러닝 효과성에 영향을 미치는 변인인 학습전략의 요인을 분석함으로써, 초등학생에게 효과적인 e-러닝 학습전략의 구조 변인을 규명하고자 수행되었다. 이 연구의 대상은 기존에 e-러닝 수강 경험이 있거나 현재 e-러닝을 수강하는 수도권 소재 초등학생들이며, 면대면 학습 상황과 e-러닝 학습상황의 학습전략과 관련된 선행 연구를 분석하고 학습전략 검사 도구를 분석하여 e-러닝 환경에서 초등학생이 사용하는 학습전략 요인을 분석하였다. 연구 결과에 따르면, 초등학생의 e-러닝 학습전략은 학습활동전략, 학습태도전략, 자원활용전략, 계획전략, 과부하관리전략의 다섯 가지로 규명되었으며, 각 전략은 제시한 순서대로 설명력을 갖는 것으로 나타났다.

• 수산해양교육연구
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• 제24권2호
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• pp.272-285
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• 2012

The purpose of this study was to develop the Learning Strategy e-Learning Contents based on the storytelling in university students. The objective of the Learning Strategy e-Learning Contents based on the storytelling was to increase in learning skill which university students will use to keep major learning during their courses. The Learning Strategy e-Learning Contents was based on the results of pre-research on storytelling and learning skill. In order to verify the effectiveness of the Learning Strategy e-Learning Contents based on the storytelling, it was analyzed to validity of contents by five professionals. The results of the study were as follows. The Learning Strategy e-Learning Contents based on the storytelling for increasing in learning skill of university students consisted of 15 sessions which proceeding a per semester: the starting phase(1-2), the execution phase(3-13), and the ending phase(14-15). The subjects were 20 university students who had randomly assigned to an experimental group(10) and a control group(10). Subjects completed a learning skill scale. Data analyses were conducted using ANCOVA. The results of the analyses revealed that subjects of experimental group showed significantly higher scores on learning skill than one of control group. Based on the above results, it is concluded that the Learning Strategy e-Learning Contents based on the storytelling was effective in improving learning skill of university students.

• 한국정보기술응용학회:학술대회논문집
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• 한국정보기술응용학회 2005년도 6th 2005 International Conference on Computers, Communications and System
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• pp.127-133
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• 2005

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-leaner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on self regulated learning strategy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically. As result, most of the hypotheses except for H6 suggested in this model were accepted.

• 대한공업교육학회지
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• 제30권2호
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• pp.72-81
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• 2005

The purpose of this study is to do research on correlation between multiple intelligence and e-Learning strategy, which can be used to develop and strengthen e-Learning strategy. The subject was 183 college students of engineering at C university who had ever taken a lesson through e-Learning. Two items are investigated in these college students. One is whether there is a gap and any gender-related difference in multiple intelligence and e-Learning strategy, and the other is what multiple intelligences have an effect on e-Learning strategy. The e-Learning strategy developed by In-Sock Lee and the instrument by Yong-Lin Moon were used. The results of this study are as follows. First, it appeared that there was a difference between gender in musical intelligence and naturalistic intelligence. The average of musical intelligence was higher in female collegian, while the average of naturalistic intelligence was higher in male collegian. But there was no gender-related difference in using e-Learning strategy. Second, it appeared that multiple intelligence gave an explanation of self-direction intelligence up to 31.1%, expression strategy 20.35%, and information processing strategy 16.6%. The results of this study showed that logical-mathematical intelligence affected all of three e-Learning strategies. So, new curriculum which can make use of logical-mathematical intelligence needs to be developed so as to devise efficient e-Learning strategies.

• 한국정보시스템학회지:정보시스템연구
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• 제14권3호
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• pp.109-116
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• 2005

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on the learners' self-efficacy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. In this study, academic performance was measured by student's real record. We will show the validity of the model empirically, and most of the hypotheses suggested in this model were accepted.

• 한국산업정보학회:학술대회논문집
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• 한국산업정보학회 2006년도 춘계 국제학술대회 논문집
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• pp.221-228
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• 2006

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the effectiveness assessment of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on e-learning strategy. The former consists of learning management system, learning content quality and service quality that are provided by e-Loaming. The latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically.

• 컴퓨터교육학회논문지
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• 제10권4호
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• pp.93-102
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• 2007

이 연구에서는 대학의 혼합학습 환경에 참여한 학습자를 대상으로 학업성취도, 학습만족도, 학습참여도에 영향을 미치는 e-러닝 학습전략의 요인을 조사하고자 하였다. 이 연구를 위해 K대학교에서 혼합학습(BL)에 참여하는 58명을 선정하였다. 연구를 위하여 e-러닝 학습전략, 학업성취도, 학습만족도를 측정하였고, 학습참여도는 LMS의 로그인 정보를 분석하였다. 자료 분석방법으로는 학습자들의 e-러닝 학습전략의 수준을 알아보기 위해 평균과 표준편차를 구하였다. 학업성취도, 학습참여도, 학습만족도를 예측할 수 있는 e-러닝 학습전략을 알아보기 위해서는 선형 회귀분석을 하였다. 연구결과, 학업성취도를 예측하는 변인으로는 시간관리전략, 과부하관리전략으로 규명되었다. 학습참여도를 예측하는 변인으로는 자기주도전략, 시간관리전략, 과부하관리전략으로 규명되었다. 학습만족도를 예측하는 변인으로는 다중토론관리전략, 비동시성관리전략, 사회성으로 규명되었다. 이 연구에서 규명된 예측변인을 토대로 교육효과를 높이기 위해 고려 할 사항을 제언하였다.

• 통상정보연구
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• 제12권2호
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• pp.109-132
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• 2010

The purpose of this study is to survey the learning strategies and learning styles of the undergraduates in international e-trade simulation education. The set of learning strategies are investigated and the analysis is made how learning styles could affect the learning strategies. The subjects of this study were 112 undergraduates majored in international trade and their classes were using e-trade simulation. It is found that the undergraduates' learning strategy level is not high because the simulation education is not common yet in e-trade classes. The levels of self-efficacy and positive attitudes have high level whereas the expression strategy has the lowest. Strong results were not found among undergraduates' learning styles by each of the 11 strategies except two cases. One is that the undergraduates who had experiences of e-learning have higher level of social strategy than those of non e-learning experience group. The other is that the more the students spend the time in the simulation class, the more they have positive attitudes. This study supports that the simulation can increase the effectiveness of e-trade learning.

• 한국산업정보학회논문지
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• 제12권4호
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• pp.97-106
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• 2007

Sloan 컨소시엄 2004에 의하면 원격교육이 고등 교육 분야에서 빠르게 성장하는 분야이다. 본 연구는 정보시스템 성공모델에 기초하여, 학습관리시스템에 대한 만족과 함께 이러닝 학습자 특성과 관련된 요인을 중심한 연구로서, 이러닝 학습자의 자기조절 학습 전략과 학습자의 컴퓨터 자기 효능감에 초점을 맞춘 연구이다. 학습자의 학습관리시스템 만족과 관련한 요인은 시스템 품질, 학습 컨텐츠 품질, 학습자와 교수자간의 서비스 품질로 구성하였다. 실증분석의 결과 이러닝의 학습관리시스템 만족과 관련하여 인지된 유용성, 인지된 사용용이성 및 서비스품질이 주요 요인으로 나타났고, 학습자 스스로의 자기조절학습 전략과 컴퓨터 자기 효능감 역시 이러닝 만족에 영향을 미치는 중요 요인임을 증명되었다.

• 한국실천공학교육학회논문지
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• 제2권1호
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• pp.77-83
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• 2010

공학교육에서의 이러닝 실습의 효과성에 영향을 미칠 수 있는 요인은 온라인 시뮬레이션이 포함된 콘텐츠의 내용 구성방법과 완료된 콘텐츠의 활용방법이다. 공학분야에서 실습을 온라인으로 구현하려는 교수자는 실습 시뮬레이션을 만드는 것뿐만 아니라 온라인 실습을 효과적으로 실행하도록 다양한 학습활동을 구성해야 한다. 실습을 지도하는 교수자도 온라인 시뮬레이션의 효과를 담보하는 교수학습활동이 무엇인지를 알아야 한다. 즉, 공학교육의 모든 교수자는 이러닝 콘텐츠에서 온라인 실습의 효과를 높이기 위해서 어떠한 교수학습 활동 및 전략이 필요한지를 파악하여야 한다. 이를 위해 본 연구는 온라인 실습의 개발 유형을 구분하며 이 유형에 따른 교수학습활동을 분류하는 것을 목적으로 하였고 교수학습활동을 교육 이론과 비교, 검토하여 온라인 실습의 효과성을 높이기 위해 필요한 교수방법 및 전략의 방향을 제시하였다.