• English Language & Literature Teaching
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• v.10 no.1
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• pp.127-152
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• 2004

The purpose of this study is to elaborate design strategies for a Web-based self-directed cooperative distance language learning community. Research was done regarding the theoretical foundations for self-directed cooperative language learning and Web-based learning communities. The components of a Web-based community for self-directed cooperative language learning system are also investigated. As a result of this study, design strategies for Web-based communities are suggested. There are performance and supporting environments(synchronous/asynchronous) for self- directed cooperative language learning. There are also cultural experiences and communication factors in the performance field. Furthermore, matching communicators, finding and offering information, language learning content and other supporting agents are important in the supporting environment.

• The Journal of the Korea Contents Association
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• v.11 no.9
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• pp.524-535
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• 2011

For success in E-learning, support from a learning environment that enables learners to perform self-directed learning more effectively is assumed. However, most existing e-learning systems do not maximize the improvement in learners' self-regulated learning ability because they only partially accommodate factors that can facilitate self-directed learning. In this paper, a web-based e-learning system is designed and proposed that enables support of an enhanced self-directed learning environment by providing various learning methods, evaluation methods, learning content levels, and strategies for learning motivation in various conditions, and synthetically reflecting them. To validate the effectiveness of the proposed system, it was applied to the subject of data structures in a university course, and an online survey was conducted with the students. The results indicated that the proposed system can support a learning environment in which students can perform more effective self-directed learning, enhancing their learning ability.

• The Journal of the Korea Contents Association
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• v.2 no.2
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• pp.1-9
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• 2002

In this paper, I design a web based system for self directed leaning. I search a teaching and teaming model for self directed teaming on web. I design a pertinent mood of system to carry out a teaching and teaming model. Also, I propose a Dan which a model d system use pertinently. If a web based system for self directed teaming is used on vacation, after school or actual learning, I expect that we take the effect of instruction.

• Journal of Korea Multimedia Society
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• v.7 no.7
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• pp.944-955
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• 2004

The modern society as a high-level information-oriented society lays a great emphasis on lifelong education. It emphasizes all the learners' creative learning ability and various teaching-learning methods as well. We need the self-directed learning to meet these requirements, and one of the solutions is the self-directed teaching-learning process employing the web. Though many educators, so far, developed a number of teaching materials, they are no more than web-based teaching materials for simple learning activities or simple item-bank systems. So, this paper suggests an problem-solving based and self-directed learning system on web in order to overcome such simplicities, and it shows design and implementation of the system. Suggested learning system enables learners to get thinking skill though self-directed control of learning level after they learn the basic concepts and principles on the web as self-directed learning. For example, the system was applied to mathematics education for a middle school students. It supports a test of questions chosen from the item bank in a self-directed way, and helps learners to understand their learning levels for themselves and to solve their questions through on-line discussions with their instructor. The system can also be helpful in improving the learners' learning effects by sharing mutual information through the data room or the Q&A between learners and learners or between learners and instructors.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2001.01a
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• pp.310-315
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• 2001

We are focusing on an approach which handle a general Web as a resource in order to support self-directed learning for a student. Then, we are developing a Web based learning environment "Web-Retracer"for utilizing Web as teaching materials by a user′s Annotation. Although the learner can share the Web resource that the others utilized in this environment, Web resources unsuitable for a student′s needs becomes hindrance about her/his self-directed learning. In this paper, we propose a recommending method of the resource united with a student′s needs on the basis of a student′s learning and Web browsing history. This method analyzed the feature peculiar to a resource, and extracts the resource with which the needs of the feature and a student agreed.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.6
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• pp.1471-1476
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• 2013

This research examines how PBL(Problem-based Learning; PBL) system affects to 'Self-directed learning ability', by developing and applying it to the participants of "Science Cyber Conference" - the web based on-line debating learning program - among those students of the Affiliated Institute of Science gifted education of K University, for 16weeks. With this, also the cognizance of learners for the PBL class process are looked into together. After conducting the program applied with the web-based PBL strategy, the participants 'Self-directed learning ability' showed the remarkable change statistically (p<.05). Especially it showed the meaningful changes in six sections (p<.05), among those subdivided seven sections of 'Self-directed learning ability', with the one exception, 'Self-confidence as a Learner'. They also showed the positive response to the class which adopted the web-based PBL strategy.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.1-12
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• 2005

In this paper, we analyze the course 'computer' on middle and high schools. and propose new organization of the course to enhance the ability of self-directed learning. We also develop a learning system for new organization, based on self-directed teaching and learning principles. The developed learning system makes students choose the topics according to their interest and advance learning by the schedule they set by themselves. To promote students' participation, the teacher also gives students various learning tasks. Through e-board and Q&A, we also accelerate mutual communication among teachers and students, to do teaching-learning activities vigorously.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.1
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• pp.43-48
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• 2006

The educational system has been changed owing to Web, which is most actively used on internet and has the characteristics of providing suitable environments for implementing constructivism study theory. WBI(Web Based Instruction), web-mediated teaching form for students at a long distance, has the advantages of possible interact between instructors and learners, offering a great variety of learning materials, and overcome the spatiotemporal restriction. This paper focuces on the construction of learning surroundings where the learner-centered, active learning can be done by design and Implementation of web based instruct system providing a sham examination with an item pool system. The web based Self-directed Learning system for word processor qualifying exams on this paper, can be mentioned as a real item pool that the question is not setting each time by the instructors but can be reused by reference on item pool bank, designed the number of question. It helps the learner Self-directed Learning study with evaluation during the web based instruct process and immediate feedback. It also provides the chance to research some similar using keyword. To sum up, this system can amplify the efficiency of study.

• 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.

• Journal of The Korean Association of Information Education
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• v.8 no.1
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• pp.125-137
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• 2004

This research presents a performance assessment system of which the purpose is to increase the effectiveness of the instruction and learning through the on-the-job superintendent of the instructor, the self-directed learning of the learner, and the interaction between instructors and students. The presented performance assessment system applies the problem-based situated learning of the web-based performance assessment to the production, the execution, the assessment, and the transmission of the test. For the effective administration and learning in the school, we applies the Problem-Based Learning of constructivism and the web-based situated learning of the learning community to the system design. The production of the web-based performance assessment shows that the problem-based and self-directed learning of the assessment are achieved through the web-based automatic production of the performance assessment, and the contextual learning by case-based learning is performed by the production of the template of the performance assessment.