• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.61-68
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• 2002

The development of internet technology has brought many changes in education as well as in overall society and especially, web-based instructions have been rapidly increasing. Unlike the conventional education environment, many web-based instructions offer multimedia effects with text, graphics, sound, animation, video, and so on via internet. In addition, by using the hypermedia functionality, they help students to navigate anywhere they want to go. However, the web-based instructions have been evaluated by the same criteria as the conventional courses. This paper develops the course evaluation items for web-based instruction and compares the results of course evaluation for the web-based instructions and the conventional courses.

• 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.

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.95-105
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• 2003

This purpose of this study was to investigate learning effects of Web-based 3-dimensional VR(Virtual Reality) program and a 2-dimensional HTML program, and to find out interaction effects between the types of web-based instruction program(3-dimensional VR program and 2-dimensional HTML program) and the levels of spatial perception of the learners on learning achievement and satisfaction in an educational aspect. In conclusion, there was a significant difference in learning achievement and general satisfaction of the learners between the group providing 3-dimensional VR program and the group 2-dimensional HTML program(F=4.85, p<.05). The 3-dimensional VR program was found to be more effective. And, there was a significant interaction effect in learning achievement effects between the types of web-based instruction program and the level of spatial perception of the learners(F=32.48, p<.05).

• International Journal of Contents
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• v.8 no.2
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• pp.36-42
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• 2012

This study was conducted to develop Web-based multimedia content that assists undergraduate students in a clinical practicum on adult nursing. The study examined whether students in the intervention group could obtain clinical knowledge and perform more effectively when encouraged to learn Web content as compared with students in the conventional group. Web-based multimedia content consisting of 13 learning modules was developed based on real patients' scenarios through collaboration among college professors. A total of 120 nursing students (74 for the intervention and 46 for the conventional groups) from two universities in G-city, who engaged in a 3-week long clinical practicum in the digestive and respiratory units of a university hospital, participated in the study. Students' knowledge, self-directed learning, and clinical performance ability were measured using self-administered questionnaires. Data for pre- and posttests were collected over a 2-month period, between May and June of 2009. Clinical knowledge and self-reported clinical performance scores were significantly higher in students using the Web-enhanced clinical practicum than in those in the conventional group. However, there was no significant difference in self-directed learning ability between the 2 groups. These results demonstrate that Web-based multimedia content can be an effective educational tool for enhancing students' clinical knowledge and performance.

• Journal of The Korean Association For Science Education
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• v.22 no.2
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• pp.299-313
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• 2002

A web-based instruction program for the enriched course under the 7th Revised National Curriculum of Biology in Korea was developed and the application effects to learners were analyzed. For the development of the web-based instruction program, five topics of biology from the enriched courses through 7th to 10th grades in the middle and high school science textbooks were selected and modulated with interrogative sentences. Each topic of programs was divided into four activity sections according to the learners' activity procedures supplemented with explanations and evaluations. Each activity was hyper-linked to multi-layers and animations. Further, a virtual experiment was also developed and an evaluation section designed by Java Script was attached. Among five topics, one topic of 'Reproduction and development' at 9th grade level was selected to examine the effects on students' learning. Among 247 9th grade students in the research subject school, only 67 students were able to accessible to ultra-thin Internet cables with their computers at home and they became an experimental group. A control group was assigned to those who are similar level of school science achievement to the experiment group and did not use the web-based program. It was found that most of 9th grade students are able to use Internet at home, however, they do not prefer to use Internet for homework or task project. Rather, most of students used Internet for e-mail or information navigation. Students used internet to solve problems of science and perceived the benefits of Internet for science learning. However, there are not many students to utilize Internet for science homework or task project. Students expressed that they do not prefer to use a web-based learning program for science learning due to lack of interests in science. The effects on students who studied with this program appeared to be significantly high compared to those who did not study with this program. Students who studied with this program positively evaluated this program, in particular, they enjoyed animation effect and virtual experiments. It was concluded that a web-based program for science learning should be developed and distributed through Internet in an attractive and interesting format for students. It was also concluded that various web-based programs for science learning with animation effect and virtual experiments should be developed to increase students' interests in science as well as to improve students' science achievements.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.19 no.1
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• pp.122-133
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• 2012

Purpose: The purpose of this study was to develop a web-based education program on control vancomycin-resistant enterococci (VRE) infections and to identify the effects of the program on knowledge and performance of nursing students. Methods: The web-based VRE infection control education program was developed by using the network-based instructional systems design model. The nursing students in the experimental group could access this web-based education program at any time, and as many times as they wanted, during the clinical training period. Effects were evaluated by assessing knowledge and performance of VRE infection control measures during the clinical training period. Results: The contents of the education program included diagnosis, transmission, and treatment of VRE, contact precautions, hand washing, personal protective equipment, environment management, and quizzes. The lecture portion was filmed in a virtual screen studio using flash animation, video, and sound effects, and it was uploaded on an internet site. The knowledge and performance scores of the experimental group after using the education program were significantly higher than those of the control group. Conclusion: The results suggest that the web-based VRE infection control education program is an effective educational method to enhance knowledge and performance of VRE infection control measures.

• Journal of Agricultural Extension & Community Development
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• v.8 no.1
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• pp.15-23
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• 2001

As Internet and World Wide Web become more popular in our society, the interests in effective application to the field of rural development and agricultural extension service are increasing. The potential in Web-based agricultural extension service is expressed in many areas, such as agriculture information, Web-based training and education, and virtual rural community for rural development and agricultural extension service. The research on the Web and its related issues has been conducted in many ways, but the interests in the competencies and skills of staff who are in charge of Web developing and managing have not been exposed yet. The purpose of this study was to investigate the important competencies and skills for Web developing and managing for enhancing the effectiveness of rural development and agricultural extension service. Twelve extension service staff and on staff in the extension service support center were interviewed. The results of study showed that there were eight essential competencies; competencies to understand rural community and agricultural extension service, to understand the farmers as Web users, to design and develop effective Web sites, to understand the nature of hypertext, to utilize instruction theories, to absorb new technology, to manage projects, and to utilize external sources. The results of study also showed that there was lack of support systems for Web development and information. Overall, the findings of this study suggest that establishing long-term education and training system for technology, electronic performance support systems, and cooperation with universities and colleges for technology are of particular importance for promoting Web-based extension services.

• Journal of Fisheries and Marine Sciences Education
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• v.15 no.2
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• pp.184-192
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• 2003

When the present Learning System for Computer-Related Subjects Using WBI is implemented on the Web with the above characteristics to help students to study computer subjects without any limitations of time or space, they can easily attain the goals of learning, have computer-utilizing abilities or information capacity, and enhance their capabilities for self-initiative learning. This system enables the learners to carry out 'plan-do-see' for the contents of learning initiatively. The learners can study the practice part of the curriculum using multi-media, such as motion pictures, voices, images, and sound effects, vividly with a sense of actual presence. It helps the students to have an active attitude toward leaning afterward. without meeting the teacher or without any storage media, the leaners can submit their assignments or materials for performance evaluation via the Internet.

• 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 Korean Association of Computer Education
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• v.6 no.4
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• pp.147-155
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• 2003

Most of web-based education systems are only to supply education information. As the web becomes the common basis to support the effective education, it is used for not only applying education information but also developing to the dimension to provide various services. The education service models prospering to the newly diverse environment are necessary. In this paper, a education resource service system based on functional broker is implemented to overcome the weakness of the traditional Web-based instruction. This paper shows that the web-based education service system such as functional broker can manage the varied education resources efficiently and so contribute to realize the life-long education.