• Journal of Information Processing Systems
• /
• v.10 no.2
• /
• pp.271-282
• /
• 2014

The advancement of knowledge society has enabled the social network community (SNC) to be perceived as another space for learning where individuals produce, share, and apply content in self-directed ways. The content generated within social networks provides information of value for the participants in real time. Thus, this study proposes the social network community activity-based content model (SoACo Model), which takes SNC-based activities and embodies them within learning objects. The SoACo Model consists of content objects, aggregation levels, and information models. Content objects are composed of relationship-building elements, including real-time, changeable activities such as making friends, and participation-activity elements such as "Liking" specific content. Aggregation levels apply one of three granularity levels considering the reusability of elements: activity assets, real-time, changeable learning objects, and content. The SoACo Model is meaningful because it transforms SNC-based activities into learning objects for learning and teaching activities and applies to learning management systems since they organize activities -- such as tweets from Twitter -- depending on the teacher's intention.

• Journal of Information Technology Applications and Management
• /
• v.21 no.4
• /
• pp.141-156
• /
• 2014

This study intended to evaluate the viability of cyber education in terms of learning satisfaction and learning achievement. The study integrated two research streams such as social presence model and learning environment model. Where the learning environment model emphasizes the components of learning aids, social presence model considers more deeply the relationships among peers and with instructors. These two research streams have been considered relatively independently. The study integrated these ideas and measured their reliabilities and validities. The results demonstrate that the two constructs are relevantly independent and both of these constructs are very important considerations for the success of cyber education. The study concludes that cyber education 2.0 requires more social presence factors than the learning environment factors such as technological development or new equipments.

• Journal of Software Assessment and Valuation
• /
• v.17 no.1
• /
• pp.59-66
• /
• 2021

Recently, conceptual information model is changing fast, and these changes are coming about as a result of individual tendency, social cultural, new circumstances and societal shifts within big data environment. Despite the data is growing more and more, now is the time to commit ourselves to the development of renewable, invaluable information of social/live commerce. Because we have problems with various insoluble data, we propose about deep learning prediction model-based object classification in social commerce of big data environment. Accordingly, it is an increased need of social commerce platform capable of handling high volumes of multiple items by users. Consequently, responding to rapid changes in users is a very significant by deep learning. Namely, promptly meet the needs of the times, and a widespread growth in big data environment with the goal of realizing in this paper.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
• /
• v.5 no.4
• /
• pp.180-185
• /
• 2012

Social Learning is a new study model of future knowledge information society. In different existing study, it concentrate on relationship with others and design to connect studying with social effect as a study platform using social media such as Blog, SNS, UCC, Microblog. In my paper, social learning characteristics are described to understand social learning, that is 3 keyword such as context, connectivity, collaboration. Also we investigate social media characteristics and social media how to be used social learning. Also social learning system building method using facebook is presented.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.13 no.5
• /
• pp.189-194
• /
• 2013

Social learning is a new study model of future knowledge information society. In different existing study, it lay stress on individual activity and collaborative study with others. It is useful to apply social media services to build social learning platform for collaborative study. In my paper, after existing social media services and social platforms are investigated and analyzed, an effective social learning platform applyng social media services is presented. Also differences and superiority compared to other social platforms is presented through new social learning platform architecture and screen design.

• Journal of Information Technology Services
• /
• v.19 no.5
• /
• pp.107-124
• /
• 2020

Due to spread of covid-19, which began in December 2019, the usage of online distance learning has expanded within colleges. However, because of the lack of readiness for running online distance learning, professors and students had to experience a lot of inconvenience. In the near future, the usage of online distance learnig is expected to more expand, thus, it seems that there should be a strategies for sustainable online learning operations. This study aims to investigate which factors have impact on the continuance intention to usage of online distance learning of airline department students, focused on Post-Acceptance Model. For the empirical analysis, this study utilized a structural equation model after collecting 136 survey data. The results is as follow; First, user interface has positive impact on confirmation and confirmation has positive impact on satisfaction of online distance learning. Seconds, confirmation has positive impact on perceived usefulness, flow and social presence. Third, social presence has positive impact on satisfaction of online distance learning, but perceived usefulness and flow didn't have statistically meaningful impact on satisfaction. Finally, statisfaction of online distance learning has huge positive impact on continuance intention to usage. It is expected that the implications of this study enable colleges effectively to run online distance learning in preparation for the post-covid 19 era.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.11 no.5
• /
• pp.193-201
• /
• 2011

This paper presents the holistic notion and model of an open social u-learning community, anchored with open content, providing an interactive online study group experience akin to sitting with study buddies on a world-wide campus quad. The interactive social u-learning community design helps conceptualize and maximize advantages of ubiquitous environment in learning. The model is enabled by state-of-the-art web technologies; real-time collaboration technologies for a highly interactive experience; intelligent recommender systems to help learners connect with relevant content and other learners; and mining and analytics to assess learner outcomes. Hence, u-learning design is highly scalable yet interactive and engaging.

• Journal of Korean Elementary Science Education
• /
• v.28 no.4
• /
• pp.519-528
• /
• 2009

The purpose of this study was to investigate the effect of social interaction on metacognition, learning motive and academic achievement in elementary science learning. The science lessons emphasizing social interactions that is applied to this study was comprised of 5 stages, 'introduction', 'inquiry activity', 'small group emergent activity', 'large group emergent activity', 'conclusion and assessment'. The results of this study were as follows: First, applying the learning model emphasizing social interaction to the experimental group led to a significant difference between the result of the pre- and post-test, regarding metacognition, especifically those of declarative knowledge. And meaningful difference was drawn from the results of all elements in the lower category of regulation of cognition between the experimental and comparison group. Second, a significant difference was found between the pre- and post-test regarding learning motive, especially those of attention, relation, and self-confidence. Third, after applying the learning model emphasizing social interaction to the science classes of the experimental group, students' academic achievement improved significantly in the post-test, compared to the results of pre-test.

• The Journal of the Korea Contents Association
• /
• v.11 no.6
• /
• pp.495-509
• /
• 2011

According to the rapid technological development such as ubiquitous environments, there has been growing interest in learning with social media as known as social learning. This study was conducted to analyze various participation types of social media contents aiming to explore strategies for facilitating learning. Specifically, the research model was established by two aspects in using social media contents. First was classified by writings and readings in contents, which consists of prosumers, producers, consumers, and non-participants. Second criterion was categorized by instruction-related and instruction-nonrelated, which is learning contents, learning management, emotional expression, and social activities. In order to acquire empirical data, a set of fourteen undergraduate students participated in this research for eight weeks using a microblog. Based on the analyses on the data through learning activities, three learning strategies were suggested to facilitate social media based learning: analysis on learners, role of the instructor, and instructional model design.

• Journal of the Korea Safety Management & Science
• /
• v.24 no.1
• /
• pp.49-60
• /
• 2022

The purpose of this study is to verify the structural relationship between job crafting and job enthusiasm, informal learning, social support, and positive psychological capital, and to investigate the effect of informal learning, social support, and positive psychological capital on job crafting through job enthusiasm. A survey was conducted on 451 safety workers at large domestic companies, and the collected data were analyzed for model suitability, influence relations between variables, and mediating effects with AMOS 23.0 using SPSS 23.0. Through research, we found five important results. First, the structural model of job crafting, job enthusiasm, informal learning, social support, and positive psychological capital properly explained the empirical data. Second, social support and positive psychological capital had a positive effect on job enthusiasm, but informal learning did not significantly affect job enthusiasm. Third, informal learning and positive psychological capital had a positive effect on job crafting, while social support did not significantly affect job crafting. Fourth, job enthusiasm had a positive effect on job crafting. Finally, job enthusiasm was found to mediate the relationship between social support and positive psychological capital and job crafting. These suggest that continuous environmental efforts and systematic management measures are needed to promote job crafting of safety workers so that informal learning, social support, positive psychological capital, and job enthusiasm can be expressed. Therefore, the necessity of developing various sub-factors of informal learning that can promote job crafting of safety workers was suggested as a follow-up study.