• Title, Summary, Keyword: e-Learning

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An Empirical Study on the Measurement of e-Learning Success (e러닝 성공 평가에 관한 연구)

  • Son, Mac;Cho, Eun-Young;Kim, Hee-Woong
    • Knowledge Management Research
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    • v.15 no.2
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    • pp.67-88
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    • 2014
  • This study aims to investigate on measuring the success of e-Learning. For this purpose, we proposed a research model that consists of e-Learning contents quality, e-Learning system quality, e-Lecturing quality, sense of e-Learning community factors as independent factors and e-Learning and e-Learning satisfaction as mediators and tested it empirically based on the structural equation model. The empirical results showed that e-Learning contents quality, e-Learning system quality, sense of e-Learning community factors directly lead to e-Learning. The study also found that e-Learning contents quality, e-Lecturing quality, sense of e-Learning community factors bring about higher e-Learning satisfaction and that e-Learning satisfaction has a positive impact on e-Learning. Furthermore, the research discovered that both e-Learning and e-Learning satisfaction have a significant relationship with e-Learning net benefits. This research renders its theoretical contribution to analyzing a positive influence of sense of e-Learning community, a newly suggested variable added to the existing IS success model in this study, on e-Learning. From a practical view, the findings of this study can lead to improving the quality of e-Learning in today's era where the growth of e-Learning industry is quite noticeable.

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A Study on the Impact of the Attitude of e-learning on the Effectiveness of e-learning (e-learning에 대한 태도가 e-learning 유효성에 미치는 영향)

  • Han, Jin-Hwan
    • Proceedings of the Korea Contents Association Conference
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    • pp.92-98
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    • 2006
  • The purpose of this paper is to study of the attitude of e-learning on the effectiveness of e-learning and the antecedents of e-learning. For this study, samples were collected in the school where e-learning was students of cyber lecture. Structural equation model was used to analyze the data. The result of this empirical study is summarized as followings. First, The attitude of e-learning has a positive effect on the e-learning effectiveness. Second, ease of use of learning management system, learning motivation, information quality of learning contents has positive effect on the attitude of e-learning, but usefulness of learning management system has no effect on the attitude of e-learning. Therefore, the former consists of learning management system, learning contents and information quality that are provided by e-learning and the latter means learning motivation.

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A Study on the Impact of the Attitude of e-Learning on the Effectiveness of e-Learning (e-Learning에 대한 태도가 e-Learning 유효성에 미치는 영향)

  • Han Jin-Hwan
    • The Journal of the Korea Contents Association
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    • v.6 no.6
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    • pp.100-108
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    • 2006
  • The purpose of this paper is to study of the attitude of e-learning on the effectiveness of e-learning and the antecedents of e-learning. For this study, samples were collected from students who had attended a cyber lecture at university. Structural equation model was used to analyze the data. The result of this empirical study is summarized as followings. First, the attitude of e-learning has a positive effect on the e-learning effectiveness. Second, ease of use of learning management system, learning motivation, information quality of learning contents has positive effect on the attitude of e-learning, but usefulness of learning management system has no effect on the attitude of e-learning. Therefore, the former consists of learning management system, learning contents and information quality that are provided by e-learning and the latter means learning motivation.

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Framework of micro level e-Learning quality dimensions

  • Cho, Eun-Soon
    • International Journal of Contents
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    • v.5 no.2
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    • pp.1-5
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    • 2009
  • This study was to analyze important dimensions and its factors of micro level of e-learning determining the quality of e-learning. E-learning dimensions and their factors were identified and developed from the analytical review of related researches. From literature review and survey as well as expert interview, six categories of e-learning identified from this study were: 1) curriculum content, 2) usability, 3) instructional design, 4) evaluation -both process and results, 5) management, and 6) refinement and improvement. A total of thirty-seven factors determining the quality of the e-learning six categories were identified. The rank order and contribution rates for each categories and factors were calculated to explain how importantly they contribute to the quality of e-learning. Also three dimensions such as controlling the e-learning quality, e-learning fundamental dimension e-learning process dimension, and e-learning product dimension, were explained. This study suggests a useful guidance for e-learning quality and evaluation framework for better results.

Strategies for e-Learning development in China through the analysis of e-Learning adminstration status in Korean Industry-Academia e-Learning cooperation (한국의 산.학 e-Learning 운영 실태 분석을 통한 중국에서의 e-Learning 발전 전략)

  • Yin, Zi-Long;Choi, Won-Sik
    • 대한공업교육학회지
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    • v.34 no.2
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    • pp.286-303
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    • 2009
  • The purpose of this study is to investigate Chinese e-Learning development strategies based on the analysis of Korean Industry-Academia e-Learning cooperation. Literature review and interview with experts about the subject regarding this study were the main research methods for the study. The results of the study are as follows 1. Chinese government should amend and complement the e-Learning policy of the chinese enterprise continuously through the Korean government's experience about the e-Learning policy such as enterprise e-Learning system, standardization of LMS, and quality assurance. 2. Korean government's policy about e-Learning has emphasized on practical development of e-Learning contents and LMS. And we have found they have good effects from the policy in terms of human resource development. However, Chinese government generally has emphasized on external extension of the scale and administration.nte, Chinese government should follow the practical policy in the e-Learning development as Korean government has done. 3. The way of Individualized learning, cooperative learning, team work, WBI, standardized LMS, and Blended Learning in Korea could be well adapted in Chinese e-Learning.

Guidelines on Implementation of Corporate e-Learning Management Systems (기업 e-Learning 시스템 구축 및 운영 가이드라인)

  • Rha, Hyeon-Mi;Chang, Hea-Jung;Chung, Ran
    • Journal of Digital Contents Society
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    • v.10 no.1
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    • pp.73-85
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    • 2009
  • In this paper, we propose integrated guidelines of effective e-Learning management system based on LMS(Learning Management System), LCMS(Learning Contents Management System), Authoring Tools by linking e-Learning system to management. The purpose of the study is to describe the present condition and major characteristics of domestic e-Learning System and to recommend quality assurance related to main functions and practical use of the corporate e-learning in multiple ways and implementation strategies to fit facilitator, tutor, learner.

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A Study on Knowledge-based e-Learning Model (지식기반 e-Learning 모델에 관한 연구)

  • Noh, Kyoo-Sung
    • Journal of Digital Contents Society
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    • v.8 no.1
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    • pp.61-68
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    • 2007
  • In order to expand e-Learning and to increase effect of e-Learning, e-learning should be improved more and more. It is achived when reflecting learning planning, teaching method design, well-designed operation, etc. The quality of e-Learning can be influenced by the development method and operational method, and the quality of e-learning can decide teaming effect. That is, the development method(model) of contents influence contents quality, and contents quality decides learning effect. Therefore, this study, analyzing e-Learning models and introducing "Knowledge-based e-Learning Model" which can increase quality of e-Learning, should contibute to achieve e-Learning purpose.

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A Study on e-Learning environment and contents in higher education (고등교육에서의 이러닝 환경 및 콘텐츠 현황에 관한 연구)

  • Kim, Sangwoo;Lee, Myungsuk
    • Journal of Korea Society of Digital Industry and Information Management
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    • v.14 no.3
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    • pp.103-113
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    • 2018
  • The purpose of this study supports the establishment of national e-learning policy by analyzing e-learning status and current status of higher education. Enhance the competitiveness of higher education through sharing information between universities. And to improve e-learning quality management. We surveyed the current status of e-learning in 341 universities and questionnaires about e-learning content, e-learning application form, e-learning platform status was surveyed through each school's learning management system. As a result, the infrastructure of e-learning, the rate of platforms secured, and the contents are increasing gradually each year; however, still, not all students can receive the services equally. Dedicated servers and learning management systems were secured by more than 70% of general universities. In the current development status of e-learning content, multimedia, animation, and text forms are gradually decreasing, but video contents are increasing every year. Most of the online contents were used in the e-learning contents by application type, and blended learning, flipped learning, and mooc is not yet actively used since they are still in the beginning stage. Learning analysis techniques should be supported in order to easily use online learning contents such as flipped learning and mooc. We suggest that the effectiveness of e-learning should be measured and the current state of learning analysis for customized learning should be done. This study aims to contribute to the improvement of competitiveness of higher education by sharing information about e-learning among universities as a basis for improvement of e-learning policy. Future tasks are to improve the customized learning environment by adding whether the system environment for learning analysis is provided at the time of the survey.

An Empirical Study on Factors Influencing the Learning Effects of E-Learning : The Case of E-Learning Service of 'P' Company (기업 E-Learning 교육효과에 영향을 미치는 요인에 관한 연구 : P사의 E-Learning 서비스 사례를 중심으로)

  • Choi Hyuk-Ra
    • The Journal of Society for e-Business Studies
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    • v.10 no.2
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    • pp.59-88
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    • 2005
  • The recent development of IT, consolidation of communications and multimedia technology have brought enormous changes in many organizations. These changes are enabling the new educational environments such as distance learning and virtual education. Particularly e-Learning has grown rapidly in business training fields. In this regard, the primary purpose of this study is to investigate which factors of e-Learning influence education and training in business organizations through an empirical survey. The results show that most of hypotheses get significant support. Implications of these findings are discussed for researchers and practitioners.

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A Case Study of Developing an e-Learning Teacher Training Program for Promoting Quality e-Learning Teaching (e-Learning 질향상을 위한 교수자 연수과정 개발사례)

  • Shin, So Young;Chung, Ae Kyung;Hong, Yu Na
    • The Journal of Korean Association of Computer Education
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    • v.9 no.5
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    • pp.65-75
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    • 2006
  • With rapid developments in technology and communications' many teachers are increasingly exposed to a variety of e-Learning environments that they must develop new competencies and skills to be successful e-Learning teachers. The purpose of this training program, sponsored by HRD Korea (Human Resources Development Services of Korea), is to provide e-Learning teachers with meaningful opportunities for promoting quality e-Learning teaching. This program covers pedagogical issues as well as technical and practical aspects of the e-Learning environments. Before starting the program development the survey and the current e-Learning program assessments were conducted. The training program is divided into three modules as follows: 1) theoretical issues of e-Learning, 2) development of e-Learning contents, and 3) implementation of e-Learning environments. These three modules can be selectively reorganized in response to teacher requirements and demands. ln each module, there are five subtopics that include creative teaching and interaction strategies for promoting the effective e-Learning teaching. ln conclusion, teachers will gain greater understanding of teacher roles in e-Learning instruction, more flexibility in teaching jobs, increased confidence and knowledge to act as e-Learning facilitators through the completion of this training program.

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