• Journal of the Korean Home Economics Association
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• v.46 no.1
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• pp.1-14
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• 2008

The purpose of this study was to develop and implement web-based parental education programs applicable for the parents of young children in Korea. The results of this study were as follows. First, the parents of the young children recognized the importance of parental education, but were unable to participate in face-to-face parental education programs. However, they welcomed the possibility of participating in web-based parental education programs. Second, to develop web-based parental education programs, the parents' needs should be assessed and preliminary content analysis based on the previous works and subject specialists' opinions should be conducted. In addition, results of research about web-based education programs in various fields, especially about teaching-learning methods in web-based education for adult learners, should be considered in the process of developing web-based programs for the parents of young children. Third, various types of needs and demands should be assessed during the step-by-step program application periods and at the end of the program implementation. Finally, the parents who participated and assessed the web-based parental education program in this study were generally satisfied with the content and teaching-learning methods.

• Journal of Korean Library and Information Science Society
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• v.32 no.2
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• pp.165-185
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• 2001

This study measured whether web-based library user education represent web-based instruction theories in education. 9 criteria used were course-related instruction, collaborative learning, evaluation of tutorials, education of information retrieval, contents tables, multimedia interaction between users and librarians, navigational aids, variation of menus. The result showed that both contents and design of web sites were important for good web-based library user education.

• Journal of The Korean Association of Information Education
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• v.6 no.3
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• pp.338-346
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• 2002

In these days, because of internet activation, each organs of education or istructors develop and manage the web based education system, but component development that used in web based education system development is not ready. When we develop the web education system using component, we can gain the various desired result of reusability, interaction in various computers, expansion, reduction of development time, saving of development expense, etc. Therefore, in this paper we classified the web based education components by the function of web based education system, did modeling for development process of components, and chose the component platform that can reuse components in distributed computing environment that the client/server environment is supported. The induction of these web based education components will be give many assistance to development of the web based education system.

• Journal of Korean Academy of Nursing Administration
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• v.7 no.2
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• pp.361-375
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• 2001

This research aims to produce and implement web-based continuing nurse education programs in response to nurses' educational needs, and to verify them, thus preparing for the times that the program will be offered via web. This research designed, produced and implemented 'emergency nursing' and 'medical fee schedule management' subjects based on Jung, In-seong's(1997) web-based instructional system design, and then compared the learning achievements of web-based learning group of 38 people with those of face-to-face learning group of 39 people. The questionnaire have been developed by these researchers to measure pre-learning knowledge on 'emergency nursing' and 'medical fee schedule management.' Data collected for this research have been given statistical analysis, using SPSS 10.0 for Windows Program. As a result of giving Mann-Whitney test, with respect to pre-learning prior knowledge level, there was no significant difference between the web-based learning group and the face-to-face learning group(Z=-.092, p=.926), while after completing learning, there was a significant difference in the learning achievements between the web-based learning group and the face-to-face learning group(Z=-2.406, p=.008). That is, this research revealed this: the web-based learning group and the face-to face learning group with both having no significant difference in the pre-learning level, after receiving the continuing education each with different methods(face-to-face education and web-based education), showed that the web-based learning groups attained higher learning achievements than the face-to-face learning groups. This result proves the effect of the web-based education to be no worse or even better than that of the face-to-face education, provided that choices of appropriate themes and quality courses composition, as well as systematic design development effective implementation are guaranteed.

• Journal of Home Health Care Nursing
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• v.26 no.2
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• pp.133-144
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• 2019

Purpose: This study was conducted to verify the effectiveness of a cost management education program, focusing on the differences between a web-based group and a mobile-based group. Method: This was a quasi-experimental study using a two-group pretest-posttest design. Participants were 74 nurses in a web-based group and 69 nurses in a mobile-based group. Data were collected between January 2 and February 10. The cost management education program was configured such that the participants studied eight modules over four weeks. The after-program post-test was conducted for one week. Results: Both the web-based group and the mobile-based group showed significantly higher values for cost management knowledge (S=5.98, p<.001 and S=2.76, p=.006, respectively). The web-based group had statistically significantly higher values for cost management knowledge (S=4,461.50, p<.001) than the mobile group. Conclusion: The cost management education program showed improvement in knowledge in both the web-based and mobile-based groups; however, the web-based approach was more effective for nurses. A cost management education program which can be implemented effectively across all range of nurses is recommended.

• The KIPS Transactions:PartA
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• v.9A no.4
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• pp.631-638
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• 2002

We have many difficult problems to efficient development and management of a Web-based education system because of the various requirements of various demanders. A Web-based education system consists of instructors and operation managers of system and learners. Those three factors are the most important e]ements of a Web-based education system and we must consider those elements for design and development. In constructivist approach. acquiring knowledge is made by experiences among each members or elements. So we can say that the constructivist elements of a Web-based education system is learners and instructors, operation managers. In this study, we design and implement a Web-based education system, based on the interactions of extended demanders of Web-based education system in constructivist approach and object oriented modeling. In this study we can improve portability and reduce cost because of platform independence from presented system. And in experiment, we compare and analyse two platform web-based education system a point of effectiveness, cost, convenience.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.143-157
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• 2002

The aims of this study are to develop web-based learning materials for science and environmental education of elementary school. The effect of environmental education was divided into eight to measure: the awareness of using web as environmental material, the ability to use web as environmental material. the awareness of environmental problems, the satisfaction for environmental education using web, the awareness of preserving local environment, self-leading ability to learn environment, the effect of using environment homepage, and the internalization of environmental awareness. This study obtained the following results; First, as a result of post-test, the average of the test group of web-based learning was 1.29 points higher than the control group having traditional learning in the awareness of using web as environmental material, showing a statistically significant difference. Second, as a result of post-test, the average of the test group of web-based learning was 2.80 points higher than the control group in the ability to use web as environmental material, showing a statistically significant difference. Third, as a result of post-test, the average of the test group of web-based learning was 1.10 points higher than the control group in the awareness of environmental problems, showing a statistically significant difference. Fourth, as a result of post-test, the average of the test group of web-based teaming was 0.89 points higher than the control group in the satisfaction for environmental education using web, showing a statistically significant difference. Fifth, as a result of post-test, the average of the test group of web-based learning was 1.70 points higher than the control group in the self-leading ability to learn environment, showing a statistically significant difference. Sixth, as a result of post-test, the average of the test group of web-based learning was 1.21 points higher than the control group in the effect of using environment homepage, showing a statistically significant difference. Finally, as a result of post-test, the average of the test group of web-based learning was 1.39 points higher than the control group in the internalization of environmental awareness, showing a statistically significant difference. Based on these results, it is assumed that the teaching method which applied web-based teaming to science and environmental education in elementary school is a effective strategy for elementary science and on environmental education.

• Journal of Korean Academy of Nursing
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• v.41 no.1
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• pp.47-60
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• 2011

Purpose: This study was conducted to develop an e-Learning program that assists nursing students' clinical Purpose: This study was conducted to develop and evaluate a web-based education program for secondary stroke prevention. Methods: A web-based secondary stroke prevention education program was developed using the system's life cycle methods and evaluated by comparing the effects of education among three groups, a web group, a booklet group and a control group. Results: Knowledge level of both patients and family, as well as some health behavior compliance in the web-based and booklet education groups were significantly higher than those of the control group. Family support in the web-based and booklet education groups was significantly higher than that of the control group after 12 weeks. The urine cotinine level in the web-based education group was significantly lower than that of the control group after 12 weeks. Medication adherence, blood pressure and perceived health status were not statistically different among the three groups at any time. Conclusion: Webbased and booklet education programs were equally effective regarding the level of knowledge of patients and their families, family support, health behavior compliance, and urine cotinine level. These results demonstrate the potential use of a webbased education program for secondary stroke prevention.

• Journal of Korean Library and Information Science Society
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• v.34 no.3
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• pp.317-343
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• 2003

The purpose of this study is to develop a general model for web-based children's literature education and to validate the model. Both qualitative and quantitative methods were used for the analysis of this study. The findings of this research were three point. At First, the model of web-based children's literature education have five major components i.e., objects, construction of activity, display of activity, management of it, and evaluation of it. At second, the creative writing was revealed the core of the web-based children's education. The third, web-based children's literature activity can be followed by cyber learning community activities.

• Journal of Engineering Education Research
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• v.4 no.2
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• pp.3-10
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• 2001

Recently, as the use of the Internet and the Web becomes universal, there has been a great deal of efforts to use it for education. The advantage of a Web-based lecture is that people can take it anywhere at a low cost anytime. Therefore, its prospect is very bright and its potential customers abound. The demand for java programming education using the Web is increasing. This paper compares and analyzes the learning effects of Web-based and traditional lectures in a java programming course, using statistical inference. Based on the analysis result, it concludes that the learning effects of the Web-based lecture are less effective than those of traditional lecture. Also, it recognizes weak points of Web-based lecture in java programming education and proposes a scheme for enhancing Web-based lectures.