• Fourth Industrial Review
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• v.4 no.2
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• pp.1-9
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• 2024

Purpose: While most studies focus on learning styles in face-to-face education, research on online learning environments, especially by age in lifelong education, is limited. This study aims to propose a direction for online learning by analyzing digital literacy and e-Learning learning styles by age in lifelong education. Research design, data and methodology: The study surveyed 100 online learners from an open university in Seoul. Using an e-Learning learning styles test, frequency analysis was conducted by gender, age, and digital literacy. A learning plan was then proposed based on the results. Results: The study found no age-related differences in digital literacy. Both men and women shared similar ratios of Environment-dependent and self-directed learning styles, reflecting the characteristics of online learners using digital devices. Conclusions: In lifelong education, e-Learning design should accommodate diverse learning styles: web/app designs for Environment-independent and self-directed learners, short/long formats for Passive learners, real-time (LMS)/non-real-time (ZOOM) systems for Positive and cooperative learners, and AI/human tutors for Environment-dependent and self-directed learners.

• The Journal of Asian Finance, Economics and Business
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• v.9 no.5
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• pp.455-463
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• 2022

The current study adds to the body of knowledge about the mediation in the causal link between students' perceptions of the utility of eLearning and their learning performance. The data was collected from 500 questionnaires that were delivered to the students at the Vietnam National University of Ho Chi Minh City. Only 422 finished questionnaires were usable for analyses, indicating a responding rate of 84.4%. Multiple regressions were used to investigate causal correlations, whereas Goodman's (1960) techniques were used to investigate mediating relationships. The major findings reveal that both the utility and adoption of eLearning have an impact on students' learning performance, with usefulness being a crucial determinant of eLearning adoption for study. More meaningfully, statistical evidence on the mediation of adopting eLearning for study in the causal linkage from the usefulness of eLearning perceived by students to their learning performance was provided. The relevance of using eLearning for study is stressed in this study, where it is not only one of the key antecedents of their learning performance, but also acts as a mediator between the usefulness of eLearning and learning performance in the research model.

• Journal of Information Technology Applications and Management
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• v.16 no.1
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• pp.137-148
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• 2009

Knowledge management becomes the key point for organizations to survive and maintain competitive advantages in the knowledge economy era. E-learning plays a vital role for the organizational learning. How to share the experience of knowledge and the success of the knowledge management has great connection with the organizational culture. This study focuses on the factors of effective E-learning as well as its relation to the organizational culture. A successful e-learning system should not only aim at different statistical variables but emphasize on : course contents, variety of teaching methods and establishes a stable network environment. A stable E-learning platform and speedy bandwidth is a must to achieve the non-barrier communication and built an interactive learning environment. To achieve success in E-learning, it is not necessary to divide the organizational culture to strengthen the course content multiplication and plans the E-learning supervisory work by the sole responsibility unit. It should establish an ample teaching frequency width and platform and also must establish the appropriate study network frequency width and hardware equipment to achieve the best E-learning effect. The interaction in different organizational culture in adapting E-learning, those Ad-hoc and Marketing Culture, are mostly influence by the external environment and have more interactive content. Those in Clan and Hierarchy Culture are affected by traditional conception and lack of interaction. Meanwhile, under the cost consideration, Clan and Ad-hoc Culture on the dynamic side prefer to spend more cost on E-Learning while the stable side, Hierarchy and Marketing culture are willing to pay more expenses on E-Learning.

• Korean Medical Education Review
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• v.11 no.1
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• pp.21-33
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• 2009

The purpose of this study is to review a variety of e-learning use in medical education, and to analyze the e-learning related research in medical education, finally to discuss possibilities and limitations of e-learning in future. Subjects of this research are 46 papers published in Korean Medical Database, PubMed, MEDLIS, RISS4U. Content analysis of 46 papers have been conducted based on the period of research, research methods, research subjects, study personnel, effectiveness. The results are as follows. First, various e-learning, such as hyper-media, simulation-based medical education (SBME), game-based learning, web-based learning, computer-based test (CBT) are implemented in medical education. Second, 35 research (76.1%) has verified the positive effect of e-learning. Third, in the case of Korean studies, experimental studies (46.2%) in a short period (46.2%) of 50-100 people (42.3%) to take the most. As a result, it is reported a lack of theoretical discussion and insight on e-learning compared to foreign research. Educational paradigms are currently shifting from off-line to on-line, from traditional classroom lecture to e-learning. But e-learning is not a substitution to traditional teaching, but a matter of choice. The choice is up to medical professors and students.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2004.06a
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• pp.41-46
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• 2004

e-learning을 통한 교육은 이제 대학 내뿐 만 아니라 중ㆍ고등학교나 기업체 등에서도 이루어지고 있는 것이 현실이다. 사교육비의 과대지출로 중ㆍ고등학교에서의 e-learning을 통한 교육은 이제 교육사업에 커다란 부분을 차지해 갈 것이 분명한 사실이다. 기업체 또한 기업 내 인력양성을 위한 모든 교육을 시간과 장소의 구애를 받지 않는 e-learning을 통한 교육으로의 전환이 이미 많이 이루어졌고 앞으로 더욱 많아지리라 생각된다. 하지만, 사교육이나 기업 내 추가적인 인력양성 교육에서의 e-learning의 도입을 통한 교육의 성과보다는 대학 내 e-learning을 통한 교육이 일반 대학생들이 오프라인 수업의 보조학습이 아닌 대체학습으로서 과연 대학 내 대표적인 e-learning 수업진행을 맡고 있는 OCU를 기본모델로 현재 e-learning을 통한 OCU수업을 듣고 있는 학생들을 대상으로 본 학습에 얼마나 많은 이해를 가지고 있는지를 알아보고자 한다. 또한 오프라인에서의 수업과 e-learning을 통한 수업의 이해도와 만족도에 얼마나 차이가 있는지 실증분석 해 보려 한다. 이 결과로 앞으로 대학 내 e-learning을 통한 학습에 문제점이 있다면 분석하여 오프라인의 보조학습이 아닌 대체학습으로 나아가는데 지식전달의 효율성 측면에서 나아갈 방안에 대해서 연구해 보려 한다.

• Journal of the Korea Convergence Society
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• v.10 no.7
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• pp.225-233
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• 2019

The purpose of this study was to investigate the factors affecting e-learning usage intention of university students who have no prior e-learning experience. To address this issue, the study was carried out in two stages on university students at Y and K universities of Gyeongbuk province. After conducting the first survey, we constructed the measurement items and conducted the second survey on the factors that influence the learner's intention to use as the basic theory based on the results of the survey and the interviews with the experts. The result shows, first, due to the autonomy, the biggest advantage for e-learning, students' self-control decreases which affects e-learning fault. Second, university students use e-learning because of its convenience, ease of use and usefulness. However, convenience of learning space found to be useful in using e-learning, but it does not affect their actual intention to use e-learning. The result of this study can be used as basic data for the implementation of e-learning within the university and enhancing the individuals' learning effectiveness.

• The Journal of Industrial Distribution & Business
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• v.9 no.2
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• pp.65-72
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• 2018

Purpose - One of the biggest problems in the e-learning distribution process is the lack of quality content and learners' discredit in e-learning content. In order to respond to the various demands of the corporate education field appropriately, it is necessary to search for directions of new e-learning models that are out of traditional e-learning contents. The purpose of this study is to identify recent trend issues related to corporate e-learning and to suggest directions for development. Research design, data, and methodology - Based on the literature review, trend issues that should be considered important in corporate e-learning were derived. Online survey was conducted to evaluate the importance-feasibility of each issue to 13 experts on e-learning and corporate education. The contents of the questionnaire are as follows: 1) recognition of importance and feasibility of trend issues to be considered important in the future corporate education field; 2) factors to be considered in developing future e-learning contents. Results - Six trends derived from a comprehensive literature review. The most important e-learning trends for corporate education field were 'mobile learning', 'micro learning', 'blended learning', 'social learning', 'adaptive learning', 'engaged learning'. As a result of evaluating the importance and feasibility of each issue, experts point out that 'mobile learning' and 'micro learning' should be actively considered for introduction and utilization at present. In addition, 'social learning' and 'blended learning' need to be actively considered in the near future. On the other hand, experts recognized that 'adaptive learning' and 'engaged learning' need to be prepared from a long-term perspective. Conclusions - There are two main reasons for this result. First, in corporate e-learning, it is important to 1) be able to update on time, 2) the connection with the workplace is important. Second, it requires realistic verification of the expected performance of the learning model. To be considered part of the future are as follows: First, the value and effectiveness of the new e-learning type should be studied. Seconds, e-learning contents should be developed through adopting SAM or Agile methodology. Through this process, we would be able to enhance the quality in e-learning content.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.581-584
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• 2013

E-Learning, a technology-based learning process is the obtaining of knowledge from the basis of IT technology. The development of e-Learning requires corporate educational staff as well as HR staff, who manage e-learning, to drastically change their roles. The main reason for this is that the properly adapted and highly experienced education and training abilities of HR staff could accelerate the adoption and usage of e-Learning but they need to clearly select and define an appropriate curriculum from among the extensive mass-customized content with an e-learning basis. Here the research has analyzed the influence of the introduction and usage of e-Learning in hotels on HR staff and their roles from the viewpoint of hermeneutic phenomenology.

• Journal of The Korean Association For Science Education
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• v.28 no.6
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• pp.527-545
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• 2008

This paper suggested a 4E&E Learning Cycle Model using learning motivation for students in science education. The model has been developed on the basis of motivational and instructional design. The 4E&E Learning Cycle Model has four phases such as engage, explore, explain and expand, and two subsidiary phases such as evaluate, and feedback provided with at each phase. The model has gone a process of instruction with learning effects evaluation and providing feedback in science classroom, which facilitate to increase the effectiveness of learning activities. Especially, the 4E&E Learning Cycle Model using motivational learning strategies makes the learners be attractive to and immersed in instruction. This model has potentials in educating students in science education.

• Journal of Digital Convergence
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• v.13 no.7
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• pp.47-55
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• 2015

In e-learning industry which represents the convergence of IT and education, the standard of e-learning content development cost has been calculated according to the guideline or standard of existing similar industries without considering the characteristics of the industry until today. The absence of contents development cost standard related to e-learning has been recognized as one of the most difficulties in e-learning industry. The calculation of the content development cost without reflecting the characteristics of e-learning industry has bad effects such as the degradation of content quality and development of e-learning industry, and the growth obstruction of them. This paper suggest a standard of development cost for e-learning content development considering the characteristics of e-learning industry. We analyse current problems and the characteristics in e-learning industry, and define the development cost standard. We propose the methodology for developing e-learning industry and for contributing quality improvement of e-learning content.