• Journal of Digital Contents Society
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• v.9 no.3
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• pp.449-460
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• 2008

The result of analysis is summarized as follows. First, the cyber home study motivation has a positive effect on the cyber home study attitude. Secondly, the cyber home study Content of Ease use has no positive effect on the cyber home study attitude. Thirdly, the cyber home study Content of Usefulness has negative effect on the cyber home study attitude. Fourth, the cyber home study Content of quality has a positive effect on the cyber home study attitude. Fifth, the cyber home study the attitude a positive effect on has result that a positive effect on learning effectiveness.

• Journal of Digital Convergence
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• v.6 no.2
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• pp.145-155
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• 2008

The purpose of this research is to investigate the effects of the Cyber Home Learning Motivation Factors on its satisfaction and activation through surveying the actual conditions among the students present at a cyber home learning class. For this study, samples were collected around the end of a term from the students(300 in pilot test and 248 in main test) who were taking Cyber Home Lecture at high school level. Structural equation model by AMOS 5.0 was used to analyze the data. The result of our analysis is summarized as follows. First, the cyber home learning satisfaction has a positive effect on the cyber home learning activation. Second, the 4 factors of the cyber home learning motivation: relevancy, self-confidence and satisfaction has a positive effect on the cyber home learning satisfaction. But the factor 'attention' has no positive effect on the cyber home learning satisfaction. Therefore, the Good Cyber Home Learning Contents should provide the information quality which meets 3 conditions: relevancy, self-confidence and satisfaction.

• 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.

• 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 Association of Information Education
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• v.12 no.3
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• pp.253-265
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• 2008

Recently the cyber home learning system is executed throughout the country as a part of educational policies to reduce expenditure on private education and to promote educational welfare for alienated classes. Thus, in order to examine the effectiveness of the cyber home learning system, we conducted an online questionnaire survey with elementary and secondary students, cyber teachers under the OO Office of Education. According to the results, overall satisfaction with the cyber home learning system and its effectiveness were found high. In addition, what were required for more effective the cyber home learning system were expanding the execution of unit school learning, strengthening teacher training, increasing incentives for cyber teachers, intensifying campaigns for the cyber home learning system, providing various types of information and contents of education, and activating learning activities such as community, message and chatting. This study is expected to be a steppingstone to the settlement of more effective the cyber home learning system.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.81-89
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• 2011

Cyber-home Learning aims to extend learning space from the classroom to real-life situations, and teachers of research schools on Cyber-home learning have indicated the importance of connection with school instruction in order to improve students' performance. The goal of this study is to evaluate the influence of the instructional method( blended-learning vs just cyber learning) and the learning styles by Kolb's LSI on Cyber-home learning. We carried out the experiment using two similar classes in the social and math subjects for 1 semester. The results statistically shows the instructional method is the most influence on learning score and the next element is the learning styles. Therefor this study proved again Cyber-home learning is effective when connecting with school instruction and also the more various contents on learning styles could be supportive to students. In other words teacher's role and the adaptive learning contents by learning styles are essential for Cyber-home Learning's success.

• Journal of The Korean Association of Information Education
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• v.13 no.3
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• pp.281-290
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• 2009

The objective of this study is to survey user status of the cyber home learning system and to find the plans to enhance the level of user satisfaction ultimately. For this, online questionnaire research was conducted for 7,911 students in cyber home learning system under the Office of Education in D region and 582 teachers that participate on the cyber home learning system. Based on this, the plans to enhance the level of user satisfaction of cyber home learning system was induced.

• Journal of Digital Convergence
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• v.7 no.1
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• pp.137-147
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• 2009

The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: 1) tutor participation was classed as a single independent variable, which has interaction and also effects passion; 2) motivation and 3) immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. 4) learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners' study but motivation and immersion had an indirect influence on the effects of learners' study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.33-42
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• 2005

The purpose of this study is to develop MICHS(Models of Interactive Cyber Home Study) for effective cyber home study(CHS) and a prototype system to support realtime and non-realtime interaction tools such as chatting with users, to study a method to connect MICHS with selective curriculum, and to verify the educational effect of the model. MICHS consists of two models. One model is an educational system model, and another model is a teaching-learning model. The major results of this study are summarized as follows. In the viewpoint of learning achievement, there is no significant difference in achievement between the experimental group(33 leaners) and the comparative group(33 leaners), but this fact can be construed as the possibility that CHS is an alternative system of school education. The interests on CHS of learners in the experimental group were increased twice. This result means that the system of CHS for active interaction needs various and important interaction tools, and the educational vision of CHS. In the viewpoint of system operation, CHS needs higher system requirements such as 100 Mbps Fast Ethernet. If an old system can not process streaming services in request, it should be upgraded to a new system.

• 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".