• Journal of Korea Multimedia Society
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• v.10 no.12
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• pp.1679-1686
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• 2007

In this paper, we introduce the sharable and reusable learning objects which are suitable for XML Web services in e-learning systems. These objects are extracted from the principles of pedagogical paradigms for reusable learning units. We call them LIO (Learning Item Object) objects. Existing models, such as Web-hosted and ASP-oriented service model, are difficult to cooperate and integrate among the different kinds of e-learning systems. So we developed the LIO objects that are suitable for XML Web services. The reusable units that are extracted from pedagogical paradigms are tutorial item, resource, case example, simulation, problems, test, discovery and discussion. And these units correspond to the LIO objects in our learning object model. As a result, the proposed model is that learner and instruction designer should increase the power of understanding about learning contents that are based on pedagogical paradigms. By using XML Web services, this guarantees the integration and interoperation of the different kinds of e-learning systems in distributed environments and so educational organizations can expect the cost reduction in constructing e-learning systems.

• Journal of Korean Biological Nursing Science
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• v.25 no.2
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• pp.87-94
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• 2023

Purpose: The purpose of this study was to identify the impact of cognitive flexibility and e-learning digital literacy on the learning flow of nursing students who had experienced e-learning. Methods: The research design for this study was a descriptive survey using convenience sampling. Data were collected using online questionnaires completed by 134 nursing students in Andong city and Pocheon city. The data were analyzed using percentages, mean values, standard deviations, Pearson's correlation coefficients, and multiple regression with SPSS for Windows version 22.0. Results: Positive correlations were found between learning flow and e-learning digital literacy (r = .43, p < .001), between learning flow and cognitive flexibility (r = .52, p < .001), and between e-learning digital literacy and cognitive flexibility (r = .65, p < .001). In the multiple regression analysis, cognitive flexibility (β = .42, p < .001) was a significant predictor that explained 27.8% of variance in learning flow. Conclusion: The results of this study show that cognitive flexibility is a factor influencing learning flow in nursing students. Based on the results of the study, educational programs aiming to improve learning flow should include methods that improve cognitive flexibility.

• Journal of Digital Convergence
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• v.11 no.5
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• pp.83-94
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• 2013

The e-Learning is one of best ways to generate the substitution effect for classroom learning, and robust and rational distribution structure for e-Learning industry is the key issue for successful educational performance of e-Learning, however the recent e-Learning market has a distribution status quite different from rational structure. This paper focuses on issues of e-Learning distribution status and alternatives for policy making. In order to make this study successful, we discuss about concepts and scopes of e-Learning distribution and various types of distribution structure by business models. We conducted an interview survey for business individual experts for distribution modelling. Based on the result of the survey, this paper describes issues of distribution structure and suggests alternatives for policy making in the Korea e-Learning market.

• 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 the Korean Data and Information Science Society
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• v.17 no.2
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• pp.345-353
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• 2006

Over the past few years, training professionals have become more pragmatic in their approach to technology-based media by using it to augment traditional forms of training delivery, such as classroom instruction and text-based materials. This trend has led to the rise of the term blended learning. Blended learning, an environment of e-learning, is a powerful learning solution created through a mixture of face-to-face and online learning delivered through a mix of media and superior learning experiences. In this article we design and implement an e-learning environment for blended learning. The environment focused on following factors: learning activity and participation of learners, and real time feedback of instructor.

• Educational Technology International
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• v.11 no.1
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• pp.171-192
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• 2010

This study was to investigate the elaborated project based learning model for scientifically gifted in the context of R & E project learning. It is important for the scientifically gifted to provide the appropriate learning environments instead of general learning model for the gifted. Although R & E project learning model is effective, the model has the limitations of managing the course for the scientifically gifted. To improve R & E learning model, the elaborated project based learning model was suggested with integration of both project based learning model and goal based scenario. The elaborated project-based learning model was comprised with 'basic learning process', 'elaboration through inquiry', and 'presentation and reflection'. To measure the satisfaction, eighty scientifically gifted students participated in the class. The result shows that learners were satisfied with the elaborated project-based learning up to 90%, and teachers were satisfied with this model up to 77%.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.303-312
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• 2009

In order to establish an air force e-learning system, we analysed previous researches on air force education systems and conducted a survey on 3,597 air force trainees. Most of trainees have little experience on e-learning and do not understand it. But if they were given an opportunity, they would like to take a e-learning course. They had a lot of requests about function improvement for learning management systems, preferred individual education rather than collective education, and did not wanted to take an e-learning class at a computer laboratory. In this study, we found four elements that need to establish e-learning system for air force. They are content, trainer, trainee and service. Also, we suggested improvement plans for each elements.

• Journal of Digital Convergence
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• v.17 no.5
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• pp.99-108
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• 2019

This study aims to explore key factors which influence user's decision-making on the adoption of e-learning. We integrated UTAUT and Information Success Models to test that four independent factors affect student satisfaction to use e-learning in Rwanda's higher education. Data was collected by surveying students of University of Rwanda and Protestant Institute of Social Sciences (n=206). The analysis results showed that performance expectancy, facilitating conditions and effort expectancy except for social influence have a significant effect on students' satisfaction. This can help university administrators understand the factors that influence students' adoption of e-learning and incorporate these results into Rwanda's e-learning design and implementation. In final, Rwanda's government can contribute to establishing the e-learning policy and allocating its relevant resources centered on student needs.

• 한국경영정보학회:학술대회논문집
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• 2007.06a
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• pp.435-440
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• 2007

본 연구는 무리행동과 인지적 유용성을 중심으로, e-learning 컨텐츠 구매에 미치는 영향을 e-learning 수강경험자 집단과 경험하지 못한 잠재구매자 집단의 차이점을 경험적인 측면에서 밝히고자 시도하였다. 전체 528명의 표본을 경험자(395명)와 비경험자(133명)로 나누어 PLS(Partial Least Square)를 통하여 분석한 결과 e-learning 구매 경험자는 인지적 유용성이 구매의도에 주는 영향이 무리행동의 영향보다 큰 것으로 나타났고, 잠재 구매자는 무리행동이 구매의도에 주는 영향이 더 큰 것으로 나타났다.

• 대한공업교육학회지
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• v.37 no.1
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• pp.107-124
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• 2012

The purpose of this study is to provide the basic pedagogical resources for designing the optimum teaching and learning environment in e-Learning through the survey study on learning behavioral styles (LBS) of the gifted students and ordinary students who have experienced e-Learning. And the major results of the study are as follows: The Major field made a very strong difference to the learning behavioral styles between the gifted students and the ordinary students in e-learning environment. On the basis of the study, the LBS sequence of gifted students is the 'passive learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-independent and self-directed learning behavioral style', and the LBS sequence of ordinary students is the 'passive learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'environment-independent and self-directed learning behavioral style'. Simultaneously, there are some individual difference in the learning behavioral style by gender, grade, and the time of using computer between the gifted students and the ordinary students.