• Proceedings of the Korean Society for Information Management Conference
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• 2001.08a
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• pp.89-94
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• 2001

통신체제 및 기술의 발달은 우리 교육에 관한 전통적인 여러 가지 인식체제를 바꾸어 놓고 있다. 앞으로 우리의 교육이 지향하는 이상향은 평생교육 및 학습사회의 실현이라고 할 때 시공간의 한계를 가진 대학교육 이수자들에게 대학도서관 원격봉사제공은 절실히 요구되는 시대적인 요망이다. 이러한 원격교육이 제대로 정착되려면 직장과 사회, 가정, 학교 등이 서로 네트웍으로 연결되어 쌍방향 커뮤니케이션의 다양한 형태로 지식 및 정보들을 서로 공유할 수 있어야하고 이러한 환경을 실현하는데 있어서 원격도서관의 역할은 커지고 있다. 우리나라의 대표적인 정규학위과정 중심대학인 한국방송통신대학교에서 원거리수강자에게 제공되고 있는 대학도서관 봉사의 현황을 조사하여 원격도서관의 효율성을 높이기 위한 제언을 한다.

• Journal of Internet Computing and Services
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• v.10 no.3
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• pp.159-172
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• 2009

The purposes of this study were to identify factors affecting the quality of universities' e-learning contents from the perspectives of learners and to find out specific solutions for improving them. To achieve these goals, research questions were established as follows: 1) What factors were influencing the quality of universities' e-learning contents, and how were learners perceived about each factor(by its importance and satisfaction)? 2) Were there any differences on the learners' perceptions about each factor(by its importance and satisfaction)? 3) What were any specific ways to enhance the quality of universities' e-learning contents? The participants were of 543 university students who took at least one e-learning course and were living in the metropolitan areas(Seoul, Incheon, Gyeonggi). The survey questionnaire was consisted of 38 items developed through the literature review. To analyze the data collected, factor analysis and paired-sample t-test were conducted. The results were as follows: Five identified factors influencing the quality of universities' e-learning contents from the perspectives of learners were instructional strategies, learning contents, usability, evaluation/feedback, and interface design, and all identified factors were statistically significant differences among the learners' perceptions of its importance and satisfaction. The analysis results of importance-satisfaction matrix by each factor showed that 1) learning contents was the factor that current status should be at least continuously maintained, 2) usability, instructional strategies, and evaluation/feedback were the factors that learners' satisfactions still need to be increased although those importances were not relatively high, and 3) interface factor was important, while learners' satisfaction toward it was not much high so that solutions to increase the satisfaction need to be immediately considered. Based on the results, several suggestions to enhance universities' e-learning contents from the learners' perspectives were also recommended.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.175-185
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• 2020

The purpose of this study is to investigate the usages and problems of distance science learning and learner behavior analysis. This study established an Sixteen-weeks period of experimental treatment from March to June 2020, and the students who participated in the study formed a research group of 128 students in 2nd grade of their advanced classes who are attending the second semester of B university of education and taking courses in 'teaching research 1'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. The results of the study were as follows. First, The students who took science learning remotely liked using the university's LMS system. Second, it was not efficient for the faculty member's scientific data presentation to operate smoothly in the online system. Third, it is necessary to set various educational platforms as a standardized platform. Looking at the pros and cons of various platforms may vary depending on the suitability of education, but if the LMS system, which is a professional teaching support method, is upgraded to meet the needs of learners, the satisfaction of higher instructors and learners will be higher.

• Journal of Digital Convergence
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• v.12 no.6
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• pp.569-577
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• 2014

As of December 2013, 63 distance education training centers has been operating in the form of private, university affiliated and national/public centers. LMS is related to distance training quality as the system because distance education training centers are managing training by using LMS. In this paper, LMS functions of distance education training centers were analyzed to enhance the quality of distance training. In results of the analysis, it is showed 70.07%, 72.09% and 70.41% that implementation ratio of necessary LMS functions for trainee, manager and tutor. Functions of the lowest implementation ratio were "training support" of trainee mode, "statistics management" of manager mode and "communication" of tutor mode. The results of this paper will be helped to improve LMS for effective distance training of distance education training centers.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.66-75
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• 2012

The purpose of this study is to analyze the learners' satisfactions of the video conferencing for global engineering education and provide the implications for effective video conferencing. This study analyzed the learners' satisfactions on their participation in the video conferencing. We conducted a questionnaire survey with 132 subjects who studied in the video conferencing universities, and performed interviews with 27 learners. The results include learners wanted to have more practical themes to satisfy their interests; faculty roles among domestic professors and abroad professors should be specified: distance learners should be guided to have diverse interactions among themselves. The implications are explored for the future study and video conferencing practices.

• Journal of the Korean School Mathematics Society
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• v.23 no.3
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• pp.377-395
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• 2020

The purpose of this study was to understand the perception of professors and students about non-face-to face classes at the university. The subjects of this study were 194 professors and 1,543 students at M University. In addition, 23 mathematics majors and 80 students of natural sciences and engineering investigate the perception of using video contents methods. It surveyed the evaluation from students after progressing online classes using video for one semester. The results of this study are as follows. First, the students preferred distance education type was an audio recording using lecture materials or class video contents. Second, an online class using video content was preferred by the students who are well self-control or have an autodidactic background. Finally, professors advanced preparation and careful consideration for the students enhanced the course satisfaction of students.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.594-603
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• 2013

In this study, we analyzed the needs of open university students for e-textbooks by conducting focus group interviews (FGIs) and surveys in order to develop an e-textbook that is suited to their needs. The FGIs revealed that readability and portability of e-textbooks were the most important features for students. The surveys showed that of the 276 respondents who participated in the study, only a small number owned smartpads; however, a sizeable number of students intended on purchasing the device in the future. In addition, students' smartpad utilization, time spent reading e-books, and time allotted for studying as opposed to leisure and commercial use of social network services on the smartpad were examined. Students attached importance to the portability, weight, and price of the e-textbook; moreover, they considered the device's ability to support interaction in a variety of ways and rich multimedia resources to be an advantage. Finally, students also felt that e-textbooks should be less expensive than print textbooks; however, they were willing to pay a higher price, depending on the quality of the content.

• The Journal of Korean Association of Computer Education
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• v.13 no.4
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• pp.51-59
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• 2010

Many of learners in cyber universities have experienced the difficulties of learning and participation because they have never participated courses of cyber universities before. One of main reasons why they have experienced the difficulties was that they might have not received systematic guidances of university system as well as learning supports, depending on their readiness of e-learning. Otherwise, they may have lack of supports frequently and finally, fail to graduate. However, few studies were conducted to investigate the e-learning readiness of freshmen and enrollees in cyber universities. The purpose of the study was to analyze the e-learning readiness and learning activities of freshmen and enrollees of A cyber university and to support them more systematically and get them to succeed in studying. In the results, there were no differences between the freshmen and enrollees in basic competencies of cyber learning as well as interaction, task performance, and learning methods.

• Journal of the Korea Society of Computer and Information
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• v.26 no.12
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• pp.299-307
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• 2021

As the COVID-19 pandemic spread around the world, more and more universities are conducting real-time distance video lectures using ZOOM, Webex, and MS Teams. This study attempts to identify the factors influencing learner satisfaction of real-time distance video lectures. Based on the existing research, it was composed of five elements (system factor, content quality, interaction, self-direction, and learning motivation) as learner satisfaction elements of real-time distance video lectures. As a result of analyzing the structural equation model of 160 effective questionnaires by conducting a survey of college students in the metropolitan and Chungcheong areas, it was found that three factors (interaction, self-direction, and learning motivation) influence learner satisfaction. Real-time distance video lectures are expected to continue to expand in the future. Therefore, universities should continuously increase learner satisfaction through the development and evaluation of real-time distance video lecture satisfaction models.

• Journal of The Korean Association of Information Education
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• v.11 no.2
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• pp.205-218
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• 2007

This study investigates the reasons of dropout in a survey of 348 dropouts from a cyber university located in Seoul, Korea. Most common reasons are time constraints due to work or family-related needs. Difficulties in adjusting to online learning environment and uncertainties regarding the value of a cyber university degree also played important roles. Drop-out students who pointed to these two reasons also suffered from lack of communication and interaction with other students and professors. Efforts to address these issues are in order as well as the development of time-efficient learning strategies and financial aids.