• Journal of the Korea Computer Industry Society
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• v.5 no.4
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• pp.415-426
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• 2004

Distance teacher training is on the increase raplidly because of its merit. But distance teacher training's weak points with its quantitative increasement has been proposed. Especially many study said commonly that distance tearcher training has weak points for contents, teaching method, evaluation method. So in this study, we will develop the teaching method of distance teacher training to solve weak points of distance teacher training with microteaching, cognitive apprenticeship model, teacher evaluation method. We think this teaching method will improve a teacher's teaching ability.

• Journal of the Korea Computer Industry Society
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• v.5 no.4
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• pp.517-530
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• 2004

Nowadays, there is need to teachers' in service education, beacuse of growing knowledge and information that teachers should know. So, Distance Teacher Training was widely spread. Nevertheless, inspite of strong point of Distance Teacher Training, there are some ploblems(interaction, evaluation, lecuterer, teaching material, etc). In order to solve this ploblems, we, in this article, explor some Distance Teacher Training Model and we show 8 factors that should considered when we develop Distance Teacher Training Model in the future. This factors should be a good guidance to develop distance teacher training model

• Journal of Information Technology Applications and Management
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• v.9 no.2
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• pp.17-32
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• 2002

Even though the distance education via web has a great advantage to overcome time and space, its problem is that the management of trainees is not efficient compared with classroom and group education. This problem is a great obstacle to the objects and achievement standards of distance education, giving controversial arguments to the advocators of distance education. Distance educators need to monitor the trainees'participation and responses continuously and offer appropriate feedback to the trainees. However, the existing distance education system only focuses on teaching and learning activities, and as a result, the efficient management function of distance education is not available. Accordingly, the study attempts to find out the appropriate managing elements of distance teacher training in order to effectively achieve the goals of teacher training and the efficient management of distance education. Also, it proposes distance teacher training management system that offers appropriate feedback to trainees, applying the derived elements of distance teacher training to the training processes. To verify the efficiency of the system, hypotheses on related items of distance teacher education and learning types are suggested, and the achievement degree of learning and its relations are investigated through questionnaire of learning types. In addition, a system using UML which is the standard of object-oriented modeling language is devised, so. that mutual management, language independence and convenient development environment as well as reusability can be offered, and so the design standardization and efficient system realization could be achieved, while flexible change of system according to education process and computing environment is possible.

• Journal of Korea Multimedia Society
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• v.5 no.5
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• pp.538-551
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• 2002

Even though the distance education via Web has a great advantage to overcome time and space, its problem that the management of trainees is not efficient compared with classroom and group education. This problem is a great obstacle to the objects and achievement standards of distance education, giving controversial arguments to the advocators of distance education. Distance educators need to monitor the trainees 'participation and responses continuously and offer appropriate feedback to the trainees. However, the existing distance education system only focuses on teaching and teaming activities, and as a result, the efficient management function of distance education is not available. Accordingly, the study attempts to find out the appropriate managing elements of distance teacher training in order to effectively achieve the goals of teacher training and the efficient management of distance education. Also, it proposes distance teacher training system that offers appropriate feedback to trainees, applying the derived elements of distance teacher training to the training processes. To verify the efficiency of the system, hypotheses on related items of distance teacher education and learning types are suggested, and the achievement of learning and its relations are investigated through questionnaire of learning types.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.53-64
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• 2014

The purpose of the study is to develop a scale for measuring learning outcomes in the distance teacher training programs. In order to develop the measurement instrument, the forty-four items were developed based on the literature review and ten experts' review. For data collection, a web-based survey was conducted among teachers taking a distance teacher training program at National Education Training Institute. With the data of 205 sample size from the first survey, the Exploratory Factor Analysis was conducted and seven factors were identified. In order to validate the test, the Confirmatory Factor Analysis was performed with 293 respondents from the second survey. In conclusion, this study reports the reliability and validity of a scale for learning outcomes in distance teacher training programs consisting of seven factors with 34 items; 1) system quality, 2) content quality, 3) service quality, 4) use, 5) benefit, 6) satisfaction, 7) transfer.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.549-560
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• 2005

Web-based distance teacher training should focus on increasing self-directed problem solving skills of trainers by problem-based instruction(PBL). Performance assessment evaluates achievement of learning goals through the practical performance learning to solve problems in the real situation. This study proposes a web-based performance assessment model for the distance teacher training. It reflects fairness and objectiveness issues of performance assessment which elementary teachers are concerned about through the survey on distance teacher training, and relieves instructors from overload of managing and scoring performance tests. The proposed model provides problem-based learning situations, interactions between individuals and groups, and web-based cooperative evaluation and the peer evaluation.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.143-148
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• 2021

The article considers the training of specialists in education in the conditions of distance learning. It is lights up the advantages of distance learning and determined the characteristic features of distance learning of students training in the implementation of these technologies in the educational process. The article focuses on the main aspects of computerization of studies as a technological breach in methodology, organization and practical realization of educational process and informative culture of a teacher. Information technologies are intensive involved in life of humanity, educational process of schools and higher educational establishments. Intercommunication is examined between the processes of informatization of the society and education.

• International Journal of Computer Science & Network Security
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• v.22 no.9
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• pp.353-357
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• 2022

This article identifies the problems and substantiates the directions for the development of distance learning technologies in the training of personnel. An example of using digital media to create a remote access laboratory is given. The article is devoted to the definition of the main aspects of the organization of distance education. Rapid digitization, economic, political and social changes taking place in Ukraine necessitate the reform of the education system. First of all, it concerns meeting the educational needs of citizens throughout their lives, providing access to educational and professional training for all who have the necessary abilities and adequate training. The most effective solution to the above-mentioned problems is facilitated by distance learning. The article analyzes the essence and methods of distance learning organization, reveals the features of the use of electronic platforms for the organization of this form of education in different countries of the world. The positive characteristics of distance learning are identified, namely: extraterritoriality; savings on transport costs; the interest of modern youth in the use of information tools in everyday life; increase in the number of students; simplicity and accessibility of training; convenient consultation system; democratic relations between the student and the teacher; convenience for organizations in training their employees without interrupting their regular work; low level of payment for distance education compared to traditional education; individual learning pace; new teacher status. Among the negative features of online education, the author refers to the following problems: authentication of users during knowledge verification, calculation of the teacher's methodological load and copyright of educational materials; the high labor intensity of developing high-quality educational content and the high cost of distance learning equipment; the need to provide users with a personal computer and access to the Internet; the need to find and use effective motivation mechanisms for education seekers.

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.135-144
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• 2009

The purpose of this study was to explore strategies for promoting distance education program and for providing total information for teachers about curriculum of distance educational training institute. In 2007, there were 65 institutes of distance education training, but we don't have enough information about curriculum of the institutes. To analyze curriculums of the institutes, it had been selected 33 institutes of 65, and 567 of performance training programs, 317 of optional programs, and 23 of free training programs. The following results were obtained : (1) It calls for easy accessibility to distance educational training institutes (2) It has to overcome biased status that private institutes have more courses than government institutes'. (3) It will be needed to make diverse courses for teacher's capabilities. (4) It calls for course development of several subject matters (5) It will be needed to maintenance for running course continuously. (6) It has to make supporting plan for excellent courses by government.

• Journal of The Korean Association of Information Education
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• v.3 no.1
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• pp.116-124
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• 1999

Cyber education and teacher training is the distance training program which is operating in the Korea National University of Education for teachers and citizen. In this paper, we suggest a model for establishing legal basis of cyber teacher training, by analyzing laws and processing-laws in the parliament and cyber teacher training institutes. The model contain 'The Rule for Operating CTTI(Cyber Teacher Training Institute)', 'The Rule for Using CIT Systems', 'The Rule for Operation CIT'.