• Journal of Digital Contents Society
• /
• v.11 no.2
• /
• pp.265-276
• /
• 2010

The purpose of this study was to investigate the Korean Local Government's recognition on the educational gap among regions in the filed of adult learning including vocational education and life long-learning. The study also tried to figure out the local government's recognition and infrastructure of e-Learning which is suggested as one of the solutions on the regional gap of educational opportunities and quality. This study took 12 HRD(Human Resources Development) centers funded and operated by the Korean Local Governments except Seoul and Kyong-Gi classified by the metropolitan areas in Korea. As a result, firstly it was found that the local governments had perception on the difference and gap of educational opportunities and quality among regions in the area of adult education. Especially, the perception was relatively more serious on quality than quantity. Secondly, the result showed the large gap among regions on the area of opening educational and training programs, the quality of teachers and tutors, the effectiveness and outcomes of educational programs. Thirdly, they perceived more serious educational gap on face-to-face classes rather than e-Learning in the context of educational methodology. It also revealed that the local governments had relatively better foundations on physical systems than other infrastructures and resources such as human-ware, culture-ware and soft-ware(contents, programs etc.). It was recommended to consider these findings in developing and implementing future educational policies to solve the problem of regional gap on education.

• Journal of Korea Society of Industrial Information Systems
• /
• v.12 no.4
• /
• pp.97-106
• /
• 2007

According to the 2004 Sloan Consortium Report, distance education is the fastest growing sector of higher education. This study suggests a research model, based on an e-Learning success model, the relationship of the e-learner's self-regulated learning strategy, computer self-efficacy, and system quality perception of the e-Learning environment. As a result, perceived usefulness, perceived ease of use, and service quality effect on e-learner's satisfaction. In addition to, self-regulated learning strategy based on computer self-efficacy is also important variable regarding e-learner's satisfaction.

• Review of Korea Contents Association
• /
• v.16 no.3
• /
• pp.42-47
• /
• 2018

• Communications of Mathematical Education
• /
• v.33 no.3
• /
• pp.231-254
• /
• 2019

As the teacher-centered education is transformed into learning-centered education, the active knowledge construction of learner becomes important. Along with this change, project-based learning is receiving attention. However, there are many problems to apply the results of research to pre-service teachers because most of the previous studies have focused on elementary middle high school students. Therefore, this study examined the changes in perceptions of pre-service mathematics teachers while project-based learning progressed for one year. Pre-service mathematics teachers had less experience with project-based learning than group discussions, group activities. Also their perceptions was classified as five factors: 'Instructional effects', 'Application and participant of project-based learning', 'Achievement', 'Diffusion of project-based learning', 'Student motivation'. Pre-service mathematics teachers responded positive changes in perception that project-based learning could be motivated to students but they responded negative changes in perception that project-based learning could be distributed to school. They responded positive changes in perception that teachers can show their achievements by project-based learning but they responded negative change in perception that teachers would be fun to apply project-based learning. Also, they responded positive changes in perception that teachers and students were easy to apply or utilize project-based learning.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.18 no.1
• /
• pp.125-138
• /
• 2022

Companies want organizational members who take e-learning courses to enjoy the advantages of transcending time and space that e-learning has, but also want what they have learned to help the organization, the work they perform, or their future careers. In addition, while enjoying the effect of reducing education costs compared to offline education through e-learning, it is expected that executives and employees will apply the knowledge and skills learned to the field and perform tasks to achieve results. As COVID-19 continues, many education programs that have been conducted offline at corporate sites have been converted to e-learning, with a larger number of e-learning operations than in the past. This study was conducted based on the perception that learners' learning satisfaction is important for the successful operation of e-learning education, and that learners' own self-directed learning ability and self-determination are important as well as corporate efforts. As a result of the study, hypotheses 1-1, 1-2, 1-3-1, and 1-3-2 that the better the self-determination (autonomy, competence, full-time support, and peer support) is, the higher the learning satisfaction will be. Both Hypothesis 2-1 and Hypothesis 2-2 were adopted that the better self-directed learning (subjectivity, execution ability) is, the higher the learning satisfaction will increase. In conclusion, it is necessary to properly introduce the concepts of self-determination and self-directed learning in corporate education while operating with the corporate education system.

• International Journal of Computer Science & Network Security
• /
• v.21 no.2
• /
• pp.66-76
• /
• 2021

The quality of the E-learning education in Saudi Arabia has been a major concern by many academicians, especially, and people in general as this platform has not been a priority for education. Not until recently, the world has been impacted by the Covid-19 pandemic, which makes every education institution shifted to the online platform to continue the education for the students. Thus, many studies on the perceptions on the online learning have been carried out, and though many are focusing on the perceptions by the education institutions' faculty and administration, there is a lack in the amount of study performed to analyse the students' perceptions of online learning during the pandemic time. The current study is conducted by utilising qualitative methods in order to collect information and investigate the students' perception regarding online learning during the pandemic Covid-19, based on their individual experiences. A number of fifteen (15) students were selected as respondents for the study, in which structured interviews were conducted by using a convenient sampling technique for data collection. Through the discussion, all of the positive and negative perceptions of online learning, as well as the factors contributing to those perceptions were identified. The results of the study found that the positive perceptions were contributed based on the flexibility, cost-effectiveness, availability of the electronic research databases, and well-designed online classroom interfaces. For the negative perceptions from using online learning platforms, the respondents informed that they were contributed by the lecturer's delayed feedback, lack of technical support by lecturers, low in self-esteem and self-motivation, feel isolated, one-way of educational methods, and poorly-designed class materials. Through the findings, the school's administration and lecturers would be able to know the struggles experienced by the students, and eventually come out with better solutions to improve their teaching methods.

• The Journal of Information Systems
• /
• v.18 no.3
• /
• pp.1-25
• /
• 2009

As many universities introduce e-Learning classes as formal courses, numerous research topics relating to c-Learning such as, defining e-Learning, identifying factors affecting successful e-Learning deployment and examining relationships between the factors in e-Learning classes need to be focused on. However, most researches thai have been undertaken only consider the positive side or right functional dimension. This can result in e-Learning dissemination at universities being overlooked. In accordance with this indispensability, the negative factors, which are potentially inherent in e-Learning learner's perception and affect personnel e-Learning acceptance in university classes need 10 be acknowledged. The purpose of this study was to identify the negative factors affecting personnel e-Learning acceptance and to analyze the interrelation among the factors in this research model. The two independent variables avoidable convenience and reliant convenience, based on pilot test results, and self-efficacy and perceived playfulness, based on the relevant literature, are used to examine the research model. The research problem was tested with data collected from 446 respondents in 12 universities. This study developed and empirically analyzed a model representing the relationship by using the Structural Equation Model. The major findings of this study are, firstly, that the higher reliant convenience is negatively affecting the degree of system use and learner satisfaction, whereas avoidable convenience is only affecting the learner satisfaction. Secondly, the higher self-efficacy and stronger perceived playfulness affects the degree of system use as well as learner satisfaction. Finally, the degree of system use affects the learner satisfaction.

• Journal of information and communication convergence engineering
• /
• v.21 no.1
• /
• pp.32-44
• /
• 2023

Information security breach is a major risk in e-learning. This study presents the potential information security disruptions in Learning Management Systems (LMS) from the perspective of users. We use the Technology Acceptance Model approach as a user perception model of information security, and the results of a questionnaire comprising 44 questions for instructors and students across Indonesia to verify the model. The results of the data analysis and model testing reveals that lecturers and students perceive the level of information security in the LMS differently. In general, the information security aspects of LMSs affect the perceptions of trust of student users, whereas such a correlation is not found among lecturers. In addition, lecturers perceive information security aspect on Moodle is and Google Classroom differently. Based on this finding, we recommend that institutions make more intense efforts to increase awareness of information security and to run different information security programs.

• Journal of Institute of Control, Robotics and Systems
• /
• v.10 no.11
• /
• pp.1107-1111
• /
• 2004

As an information technology is developed, more intelligent system considering emotional factor for implementing the personality is required. In this paper, Reactive Learning Inference System considering emotional factor is proposed. Emotional Facter(E) is defined for a criterion for representing the personal preference. This system is designed to have functions of Reactive filtering by Emotional factor, Incremental learning, perception & inference and knowledge retrieval. This system is applied to the area for analysis of customer's tastes and its performance is analyzed and compared.

• The Journal of the Korea Contents Association
• /
• v.13 no.10
• /
• pp.584-593
• /
• 2013

The purpose of this research is to analyze students' perception of smart learning focusing on its definitions, roles and values in distance higher education. In the online survey, 1,950 students of 'A' open university were participated. The results show that the students viewed the smart learning to be more 'absorbing', 'interactive' and 'collaborative' than the existing e-learning, as it compiles their experiences into learning. However, the respondents' perceptions of smart learning varied among different age groups: more students in their 40s and 50s responded that smart learning was 'customized', 'humanlike', 'interactive', 'comfortable', 'stable', 'familiar', 'unstressful', and 'practical' than students in their 20s and 30s, and they tend to view the main feature of smart learning to be the compilation of learner experiences.