• Proceedings of the Korea Society of Design Studies Conference
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• 2003.11a
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• pp.100-101
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• 2003

• Journal of KIISE:Software and Applications
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• v.37 no.3
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• pp.222-232
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• 2010

The purpose of this investigation was to help university professors for making their systematic design of instruction easily and scientifically. To increase of learner's studying ability, the systemic instructional design is imperative. But most of university professors could not get proper experiences to know develop instructional design system, specially to develop web-based system. This new system made it possible to select the proper instructional methods and the media type suitable for the corresponding data. And also every professor who is involved to know this system, can put informations for the target learners, learning contents and learning objectives, and present the proper media types and the many different conditions in the process of the each instructional design process. Finally, the results of the learner's study will be effective and professors showed their positive opinions for the using of the system.

• The Journal of Information Systems
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• v.11 no.1
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• pp.51-74
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• 2002

The purpose of this study is to empirically investigate critical success factors for effective implementation of web-based distance learning system. First of all, four critical success factors are theoretically derived from reviewing previous research. They are: (1) learner-related factor including the variables such as teaming ability, learning attitude, and attending motivation, (2) environmental factor including the variables of physical and mental support for learners, (3) instructional design factor represented by one variable, the degree of appropriateness of learning contents, and (4) the factor concerning the level of self-directed learning readiness embracing the variables such as curiosity for learning, openness towards challenge of learning and affection for learning. Subsequently, the relationships between these four critical success factors and the degree of learning satisfaction are empirically investigated. The data for empirical analysis of the research are collected from 1,020 respondents who have already passed the web-based distance learning courses which have been implemented in Information and Communication Officials Training Institute. Out of 1,020 responded questionnaires, 875 data were available for statistical analyses. The main results of this study are as follows. Firstly, the most important factor for successful implementation of the web-based distance learning system is shown to be the instructional design factor, and in the next place, the self-directed learning readiness factor, the environmental factor and the learner-related one in sequence. Secondly, additional analysis of the variables included in the instructional design factor shows that availability of practical information and knowledge is the most influencing variable, and next, interesting composition of contents, reasonable learning amount, optimal level of instruction, and understandable explanation are significantly important in the descending order. Lastly, among learning motivators, strong intention of acquiring business knowledges and skills is found to be the most important satisfier in the web-based distance learning. The theoretical contribution of this study is to derive a comprehensive model of critical success factors for implementing the web-based distance learning system. And, the practical implication of this study is to propose efficient and effective guidelines for developing and operating the web-based distance learning system in the various kinds of organizations.

• Educational Technology International
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• v.6 no.1
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• pp.103-119
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• 2005

This study investigated to designand implement web-based collaborative learning system Co-Net and map out students' learning procedure using the system, based upon Student Team Achievement Division (STAD Slavin, 1990, 1996). There are technical process and instructional considerations to be made during the design process. The former are those that concern equipment requirements and specifications and include Ease of Use, Speed of Access, and Flexibility. On the other hand, instructional considerationsare concerned with the delivery and access of instructional materials and their outcomes on learners. They are cooperative interactions within groups and group heterogeneity, learner control, group incentives, individual accountability, equal opportunity for earning high scores and contributing to group effort, task specialization, and competition among groups. A web site for a virtual learning environment designed and built by the authors and known as Co-Net is then explained along with the whole process learners inside the environment. The main page of Co-Net consists of 15 menus to implement cooperative learning process. The cooperative learning activities using 15 menus are composed of six phases (1) preparation of the new knowledge (2) presentation of the new knowledge (3) knowledge assimilation and application (4) team and individual evaluation (5) team and individual recognition Throughout the five phases, the appropriate use of cooperative learning techniques has been shown to have both academic and social benefits to learners.

• Archives of design research
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• v.13 no.3
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• pp.81-90
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• 2000

There are a great number of difficulties without Interface Guideline, even though the utility of the web in the educational field has been increased. In spite of having a guideline there still remains problems, when the researcher develops a practical web design, because of uniformity and universality. The purpose of this research will give a good model and a guideline, developing a way of web-site assessment through psychological language. First, the researcher has to induce psychological language and recognize the relevance of the principle of device system. Second, they should build an assessment model based on an established system of classification. As a result, they recognized that an assessment model based on the system of psychological language can help in working out authentic design problems. The designer faces many difficulties when using Interface Guideline for the sake of the existing software developer because of specific terminology. On the contrary, these days, the guideline of psychological language system provides the designer with easy comprehension of language and also able to perceive problems in advance. In addition, the researcher can realize that it can be used, as a good source and data.

• The Journal of the Korea Contents Association
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• v.5 no.5
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• pp.325-333
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• 2005

When a designer creates a new web-based learning-teaching system, there are so many considerations to help learners' learning effect through effective interaction. First of all, web-based simulation is recommended to provide learners with effective and attractive learning environments in web. Efficient study design should be considered because well designed simulation-based contents provide continuous interest for learner. Until now many e-Learning systems provide web-based simulation using various technique. However, those contents require to be reorganized considering the level of accomplishment, learning styles. In this paper, I proposed a system that the learners can share simulation objects among other e-Learning systems using XML web service. By experimental result, the proposed system shows that is more efficient than the conventional system in the self-leading study activity and interactivity.

• The Journal of the Korea Contents Association
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• v.13 no.9
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• pp.467-475
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• 2013

Micro-teaching is one of instructional methods to improve teaching skills whereby teachers present short sessions and receive feedbacks on their performance. In this research, we developed the web based micro-teaching system for more efficient and effective teacher training by placing videotaped session and peer feedbacks near rather than far from each other on the screen. We analyzed previous studies related to the micro-teaching system, and interviewed pre-service teachers to find some suggestions. Based on this analysis, we drew design principles and developed web based micro-teaching system, which helps teachers to plan instructional strategies, to reflect teaching skills, and to participate in peer assessment. We hope that the system will be useful to not only teacher training but also other fields such as presentation or interview skills.

• Journal of Korean Academy of Nursing
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• v.38 no.6
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• pp.831-842
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• 2008

Purpose: The purpose of this study was to develop a web-based senescence preparation education program to promote successful aging. Methods: This program was developed based on Network-Based Instructional System Design (NBISD) model, using the following 5 processes: analysis, design, development, implementation, and evaluation. The program was operated for 10 weeks from March 17 to May 25, 2008. Results: There were 4 menu bars, introduction, related data, lecture room, and communication on the main page. In the operation of this program, HTML, ASP, JAVA Script, Namo web editor, Edit Plus, Front Page and multimedia technology were applied. The program content consisted of understanding elderly people, physical health, activity & exercise, nutrition, medication use, psychological health, intellectual health, understanding death, welfare system and leisure activity. Conclusion: This program could be a useful means to provide senescence preparation information to middle-aged adults. Also, it is expected to offer individualized learning opportunities to many learners in various settings. Nurses should further develop and facilitate various learning strategies including web-based programs for elder care.

• 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 Digital Convergence
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• v.6 no.2
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• pp.127-134
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• 2008

The aim of this study is to show that using a Web-Based Instruction system is a better method to help counteract deficient teaching, learning conditions and facilities thus improving the students' interest, understanding, participation and skill development in Physical Education. The key findings of this study are as follows; The first advantage of using this system is that the theory of Softball is explained with the use of pictures rather than text, thus improving the students' understanding. The second is the method in which practical skills are explained and demonstrated. Action image sequences are used as opposed to the old method of using stationary pictures. This means that the learners can clearly see and understand why and, more importantly, how to use these skills. The third advantage is the technique used to teach the application of these skills. Using active rather than passive learning and thus engaging the student encourages improved participation and learning. The fourth advantage comes in evaluation: both subjective and objective questions are asked in theoretical evaluation, and the teachers can evaluate the students' understanding and skill development by filming their actual Softball games. The final advantage is the use of Self-Directed Learning to aid learners' development of understanding of the lesson content as interactions between teachers and learners are constructe