• Educational Technology International
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• v.11 no.2
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• pp.25-41
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• 2010

Challenges brought by applications of advanced technologies in education call for new approaches that can best ensure the provision of quality e-learning experiences. This paper presents an ecological approach as one of such approaches to quality assurance in e-learning that can monitor, assess and improve the effectiveness and the links between the various elements of e-learning. The ecological model for QA in e-learning emphasizes interrelation transactions between elements (e.g. providers, learners, cultures and policies) and systemic integration of those elements, and stresses that all these elements within a QA system play an equal role in maintaining balance of the whole. The model focuses attention both on individual and societal/cultural environmental factors as cornerstones for QA efforts in e-learning. It addresses the importance of QA efforts directed at changing QA transactions from provider-centered to 'all stakeholder-oriented', from one-size-fits-all model to 'globally oriented, locally adaptive model' and from control framework to 'culture creation framework'.

• The Journal of Korean Association of Computer Education
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• v.11 no.2
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• pp.79-87
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• 2008

The self-regulated learning was making an alternative idea to improve a learning effect of student who takes part in a study course. This research aimed the self- regulated learning of E-learning system. Also. in this system, the students were able to select the learning object according to the learning method for improving learning effect that students take part in study spontaneously. And the learning logic was implemented for development efficiency and operation by web service. Finally, the test result of study group who had the similar studying level displayed that the proposal method was better learning effect than exist one.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.6 no.1
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• pp.64-71
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• 2005

In this paper we are investigating how ubiquitous revolution in knowledge society changes the education system. By the help of ubiquitous computing and networking techniques we estimates the configuration of e-teaming in the age of knowledge -based society, and we examines Education Model with e-teaming and ICT (Information and Communication Technology) at e-School. We also suggest the feasible design of the e-School and a Blended-learning scheme based on cooperative education as a way of teaching Education.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.48 no.1
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• pp.51-59
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• 2011

In this paper, we propose the standardized idea for learning environment of e-Learning 2.0 (originated from Web 2.0 paradigm) to overcome limitations of current passive e-Learning environment. Because current LMS/ LCMS which manages e-learning systems has the limitation of providing various interactive elements when people use video contents to study, it lacks real-timeness and interactivity between teacher-learner and learner-learner in the operation of video contents and has difficulty in measuring accurate progress rate of learners in the process of teaching-learning. Therefore, we designed multimedia contents(both-way learning requisite) to overcome limitations of current e-Learning system and to maximize the effect of learning of learners so that it makes possible to interact between learners and teachers in realtime. For this, this thesis designs the standardized idea based on expanded SCORM standard which is now used for manufacturing LMS/LCMS, and according to ideas we have proposed, it implements e-learning multimedia environment.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.69-76
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• 2004

E-learning is the application of e-business technology and services to teaching and learning. It use of new multimedia technologies and Internet to improved the quality of learning by facilitating access to remote resources and services. In this paper, we show a web-based test system, which is carefully designed and implemented based on the real TOEFL CBT. The system consists of a contents delivery mechanism, computer-adaptive test algorithm, and review engine. In this papepr, we describe design and implementing issues of web-based test systems.

• Journal of Digital Convergence
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• v.8 no.2
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• pp.89-102
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• 2010

The present thesis aims to analyze in consideration of recent changes in teaching environment in the universities the commercial digital contents and e-learning courses provided by the libraries, and to propose the ways to encourage university library service needed under the current situation. A survey of professors and students upon the quality of commercial digital contents service provided by the libraries in I University was made to measure its influence upon e-learning courses. The quality of commercial digital contents service provided by libraries was measured through Digital Library Service Quality Index (which will be referred as DL-SQL Model from here), which is used as a model to examine the Digital Library Service, with partial adjustments of 4 levels (information system service, digital books service, customer service quality, and customer community service) and 7 components (search possibility, an exclusive organization and interface, accessibility, digital books, customer support service, personalized service, and customer community). Among the library services in regard to digital contents, "customer service" and "customer community service" were analyzed to have stronger influence upon e-learning teaching and studying than quality-based service for "information system" and "digital books". Consequently, it is concluded that customized information service provided by the library for the professors who teach e-learning courses and their students is more influential to supporting e-learning courses than quantity pushing service through purchasing commercial digital contents, upon which the direction of digital contents policy to provide library services for e-learning courses should be based.

• Educational Technology International
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• v.10 no.1
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• pp.1-23
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• 2009

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in e-learning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; 'Play Around Network (PAN)' as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners' knowledge building and their cognitive artifacts; Promoting monitoring of participants' contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.

• The KIPS Transactions:PartD
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• v.13D no.3 s.106
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• pp.425-436
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• 2006

The e-learning system in which the learning is carried out by predefined procedures cannot offer proper learning suitable to the capability of individual learner. To solve this problem, SCORM sequencing can be used to define various learning procedures according to the capabilities of learners. Currently the sequencing is designed by teachers or learning contents producers to regularize the learning program. However, the predefined sequencing may not reflect the characteristics of the learning group. If inappropriate sequencing is designed it may cause the unnecessary repetition of learning. In this paper, we propose an automated evaluation system in which dynamic sequencing is applied. The dynamic sequencing reflects the evaluation results to the standard scores used by sequencing. By changing the standard scores, the sequencing changes dynamically according to the evaluation results of a learning group. Through several experiments, we verified that the proposed learning system that uses the dynamic sequencing is effective for providing the proper learning procedures suitable to the capabilities of learners.

• Educational Technology International
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• v.6 no.1
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• pp.81-101
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• 2005

Campus-based universities have provided face-to-face instruction traditionally. But recently, it is becoming a trend that they provide blended learning which combines e-learning and f2f instruction. Therefore, traditional university has been installing the ICT related convenience for the faculty and students to use easily to their classes. The purpose of this study is to develop quality indicators of ICT-related support for proper blended learning in traditional campus-based universities. This indicators are used for measuring the quality of ICT-related services at university level for quality education. To this end, first, we reviewed literature about quality indicators of university evaluation and e-learning. Second,we did case study. We selected and analyzed one university for a case, And we identified what elements are perceived important to faculty for more efficient use of technology to their class. Third, we summarized all this data and established the quality indicators framework of ICT-related components for blended learning in campus-based universities. Then, these indicators were revised after the expert evaluation. And then 10 experts and practitioners scored importance rating. Finally, we sum them up to 17 indicators and 48 sub-indicators in three phases (input, process, output). Among them, e-learning related organization or body, usability of Learning Management System, and quality assessment system got the highest scores. These indicators are supposed to contribute to measure the quality of ICT-related environment for blended learning and to provide informations about what is required for efficient blended learning in the campus-based universities.

• KSCI Review
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• v.14 no.1
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• pp.185-196
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• 2006

IIn 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 APM(Apache, PHP, MySQL) based learning management system(LMS) support SCORM(Sharable Content Object Reference Model), 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. Therefore this research showed that open source based e-Learning system include learning management system is stable and possible.