• Journal of Information Technology Applications and Management
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• v.16 no.3
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• pp.101-111
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• 2009

The study reveals the relationships between the level of self-directedness and educational performance of students in the cyber education environment. Where the motivations for participating cyber education may vary, the final destination of education may be the same-improving the level of self achievement by study. As the researchers believe that the paramount success factor of cyber education would be self-directedness, we probed the factors to build UP self-directedness. Researchers developed the level of self-directedness as object-orientation, action-orientation, and learning orientation. Those composite orientations were compared with learning achievement. The study showed the significant relationship between some factors of self-directedness and educational performance.

• Journal of Elementary Mathematics Education in Korea
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• v.13 no.1
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• pp.51-74
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• 2009

The purpose of this study is to search for various strategies that could self-regulated learning within cyber home study efficiently, to operate the cyber home study based on such strategies, to manage and support students' learning and to investigate what effects it would have on the ability of self-regulated learning and attitude. In this study, an operational strategy for cyber home study according to the compositional elements of self-regulated learning based on prior studies. Then, the study developed the learning contents of cyber home study and operated cyber home study according to the operational strategy. From the results of the analysis obtained in this study, the following conclusions can be drawn as follows. First, A learner's self-regulated learning capability is able to be improved by self-regulated leaning strategies. Cyber home study that would enable students to implement the leaning on their own through learning contents and operating strategies corresponding to them was the environment that could help their self-regulated learning. Second, in order to find out students' satisfaction for the application of cyber home study, the study compared the survey of cyber home study with the frequency and percentage by each question and the mean value of technical statistics. Cyber home study let students have positive recognition on mathematical learning, and especially as shown in the results of the interview, it was helpful to improve students' interest and confidence as well as their mathematical learning.

• Journal of the Korean Home Economics Association
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• v.49 no.2
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• pp.63-74
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• 2011

Tension and self-control are explanatory factors in adolescent delinquency, and internet addiction and anonymity are regarded as factors underlying cyber deviation. The aim of this study was to investigate the interrelationships between these factors and cyber deviation. Participants were 485 middle and high school students in the Jeonbuk region. The results showed that tension and self-control were predictors of cyber deviation and that internet addiction was a mediating variable for both the predictors. Anonymity was found to have a mediating role, but only in respect of the tension-cyber deviation pathway. These findings suggested a number of implications. Firstly, the educational programs on cyber deviation should be different from the existing deviation prevention programs. Secondly, measures to prevent internet addiction are needed for the effective prevention of cyber deviation. Lastly, the finding of a relationship between anonymity and cyber deviation indicates the need to adopt a long-term perspective drawing on values education techniques to develop a code of cyber space ethics for "netizens".

• The Mathematical Education
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• v.47 no.4
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• pp.467-486
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• 2008

The purpose of this study is to investigate effectiveness of the cyber home study to improve the self-directed learning ability. For this study, 21 middle school students took voluntarily part in the 4 weeks cyber home study in Wulsan teaching & learning center and 3 students were interviewed among them. The results of this study were as follows; First, the 4-weeks experimental cyber home study is shown to be effective for improving the self-directed learning ability, specialty for the intermediate and low level students, Second, it is shown that the cyber home study enable students to have positive attitude as well as interest and confidence in the mathematical learning.

• Journal of the Korean Home Economics Association
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• v.42 no.2
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• pp.1-18
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• 2004

The purpose of this study was to investigate the degree of relationship satisfaction and self-disclosure in real-space friend relations and cyber-space friend relations. The sample was 248 middle and high school students, and 107 undergraduates. The main findings of this study are as follows: 1) Relationship satisfaction is significantly higher in cyber-space friend relations than in real-space friend relations. 2) In contrast to relationship satisfaction, self-disclosure is significantly higher in real-space friend relations than in cyber-space friend relations. 3) Self-disclosure differs significantly in terms of grade, gender, number of friends, communication method, and daily internet usage.

• Knowledge Management Research
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• v.9 no.4
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• pp.1-16
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• 2008

The purpose of the present study is to explain the effects of academic self-efficacy, self-regulated learning and online task value on academic achievement and learning transfer in corporate cyber education. 202 students who completed S corporate's cyber courses in 2007 and responded to all survey participated in this study. A hypothetical model was proposed, which was composed of academic self-efficacy, online task value and self-regulated learning factors as prediction variables, and learning transfer as well as academic achievement factors as outcome variables. The results of this study through regression analysis as follows. First, learners' academic self-efficacy, self-regulated learning and online task value predict learners' academic achievement significantly. Second, except for academic self-efficacy, learners' self-regulated learning and online task value predict on learners' learning transfer significantly. Third, academic achievement plays a role as mediating value in predicting academic achievement by online task. It implies that learners' academic self-efficacy, online task value and self-regulated learning which predict learners' academic achievement and learning transfer should be considered in developing strategies for the design and operation of cyber courses.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.12
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• pp.7101-7109
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• 2014

This study examined the relationship among self-control, physical activity, Internet addiction, cyber ethnics, and cyber delinquency. The data from a total of 388 adolescent girls was analyzed by structural equation modeling using the AMOS 20.0 statistics program. First, the level of physical activity affects Internet addiction mediated by self-control. Second, self-control affects Internet addiction and cyber ethnics directly and has an influence on the cyber delinquency mediated by Internet addiction. Third, Internet addiction has direct effects both cyber delinquency and cyber ethnics.

• Journal of the Korean Home Economics Association
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• v.40 no.4
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• pp.59-71
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• 2002

This study investigated the self wrapping made possible through the anonymity of cuber-space. According to the analysis of the data, which were collected from the online for 2 days, 2,168 respondents were grouped into three types: Those maintaining the strong sense of identity achievement), 53.8%, those experiencing confusion(identity diffusion), 38.3%, and those losing the sense of identity(foreclosure), 7.9%. Among the general respondents, it was reported that the case of sex wrapping was 11.4%, that of occupation, 40.1%, and that of marital status, 60.6%. Specially 11.4% of the sex wrapper took heterogeneous gender identity, while 7% performed dual sex roles. The rate of gender wrapping of female respondents was higher than that of male ones, which reflects female respondents' longing for male sex. Self-disparity between cyber-space and virtual-space was related with the type of self-identity and gender-identity. The rate of self-disparity between cuber-space and virtual-space was 9%. If it occurred continuously, it may cause individual mental division and maladjustment.

• The Journal of Information Systems
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• v.23 no.1
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• pp.111-138
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• 2014

As the Internet is widely used worldwide, Cyber world has become a part of daily life. On the other hand, the adverse effects of Internet, such as abusive comments, illegal harmful contents, rumor diffusion, infringement on a right have emerged with the increase. Researchers recognized the important of cyber ethics as an effective means of coping with the adverse effects on Internet. But, Little empirical research has been related to cyber ethics in management information systems. Thus, the purpose of this research is to identify multidimensional motivation factors that cyber ethics awareness and compliance behavior Intention. For this, this study investigated the factors that might influence Internet users to compliance cyber ethics. Using university students as a sample, one hundred and ninety six are collected for further analysis. The results of this study are as follows; First, self-esteem, Moral Obligation, self-control, cyber ethics education and Social Influence are significantly related to cyber ethics awareness, while punishment is not significantly related. Second, cyber ethics awareness have a positive effect on cyber ethics compliance behavior Intention. Third, the moderating effect of ego strength is also significant. This study is significant in that it established a behavior model to understand the compliance of cyber ethics with internet user in Korea.

• International Journal of Contents
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• v.12 no.2
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.