• 정보교육학회논문지
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• 제3권1호
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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'.

• 경영과정보연구
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• 제5권
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• pp.249-285
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• 2000

This paper discusses management education by utilizing the cyber education learning system in a web-based. New learning system tools offer great promise for a new contents of management learning. The cyber education learning system a shift from face-to-face lecturing to interactive learning. The situation changes profoundly when information technology becomes develope and education paradigm is shift. By exploiting the digital media. educations, and students, managers can shift to a new, more effect cyber education learning system. The following shift from classic educations to cyber educations learning system: from instruction to construction, from teacher-centered to learner-centered, from school to lifelong, from one-size-fits-all to customized, from teacher as transmitter to teacher as facilitator. Cyber education learning system has an important role to play in management education. Web-based technology is regarded as a general solution to cyber education learning. This study discussed many factors of implementation in cyber education systems and provide utilizing the learning system at main, detail functions. Lastly, management implications of these cyber education utilize are discussed in more detail.

• 한국생활과학회지
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• 제18권4호
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• pp.857-867
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• 2009

The purpose of this study was to examine the relationships among principal's transformational and transactional leadership, subjective quality of life of teacher, and organizational commitment of teacher in kindergarten and day care center based on the survey data from 203 teachers working in kindergarten and day care center in Kyoungbuk province. The collected data were analyzed by Simple Regression, Multiple Regression in SPSS Win program(15.0 version). The main results of this study were as follows. First, principal's transformational and transactional leadership each exerted positive effects on teacher's subjective quality of life and organizational commitment. Second, teacher's subjective quality of life had a positive influence on organizational commitment. Finally, each effect of principal's transformational and transactional leadership on teacher's organizational commitment was mediated by teacher's subjective quality of life.

• 대한가정학회지
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• 제42권11호
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• pp.223-235
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• 2004

This study investigated the integrated effects of family and school factors on the cyber behavior of adolescents. Specifically, the purposes of this study were to categorize adolescents into groups by family and school factors and to find investigate differences among the groups regarding cyber behavior (internet use, internet purpose, and internet experience). no study distributed the questionnaires to middle and high school adolescent students of five representative cities in South Korea. The total respondents were 2240 (960 from Seoul/kyongki, and 320 each from Taegu, Pusan, Kwangiu, and Taejon). The response rate w3s 98.7%. no data were analyzed by factor analysis, cluster analysis, ANOVA, and Duncan test. The results showed that Korean adolescents were segmented into four groups (family preference/school preference group, family dissatisfaction/teacher dissatisfaction group, family average/school average group, family average/peer dissatisfaction group). The four groups were significantly different in regard to cyber behavior. For example, the family dissatisfaction/teacher dissatisfaction group u%d internet to relieve stress and used communication more than the other groups. Also, the group had more diverse cyber behavior including internet addiction. The implications of the study were further discussed.

• 정보교육학회논문지
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• 제9권2호
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• pp.243-254
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• 2005

지식정보사회의 변화와 정보통신기술의 발달과 대중화에 따른 교육의 개혁에 대한 요구가 증대되고 있으며, 그 요구에 부응하고자 최근 가상교육에 대한 관심이 고조되고 있다. 가상교육은 '정보 전달 모델'을 지양하고, '지식 구성 모델'을 채택해야 한다. 이에 가상교육 환경에서 학습자가 다양한 상호작용을 통하여 지식을 재구성하거나 생성할 수 있는 기회를 제공하고 지원할 수 있는 방안으로서 '프로젝트기반학습' 방법의 도입과 더불어서 '가상학습커뮤니티'의 구성과 운영이 필요하다. 본 연구는 교사교육에 초점을 두고, 프로젝트기반학습 방법의 활용 방안과 가상학습커뮤니티의 구성 및 운영 방안을 체계화하고, 실제 운영이 가능한 프로젝트 기반 가상학습커뮤니티 운영 시스템을 구축하였다. 시스템은 5가지 큰 메뉴와 세부 메뉴로 이루어지는데, Home(커뮤니티운영취지, 알림방, 프로젝트목록, 요구함), 프로젝트학습센터(학습활동 준비실, 모둠학습실, 발표회장), 만남의 광장(모둠별 멘터링 신청, 생각 나눔터, 전문가와의 만남, 설문조사참여, 포럼참여, 작품전시회), 자료창고(프로젝트학습사례, 프로젝트학습자료, 교사교육자료, 기타자료), 관리기능(프로젝트 관리, 프로젝트 사례, 아이디어뱅크, 파트너찾기, 교수자대화방, 자료나누기, 경험나누기, 설문조사관리, 포럼관리) 등으로 구성된다.

• 한국환경교육학회지:환경교육
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• 제19권3호
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• pp.1-19
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• 2006

The purpose of the study was to develop an environmental cyber inservice education program for middle school teacher. The blended environmental cyber inservice education program was developed, through reviewing literatures, analyzing domestic and foreign's environmental inservice education programs and e-Learning contents, and experts conference. And, Pragram validity was evaluated by environmental education experts. Program development stage was confirmed five stage: (1) foundational analysis, (2) planning, (3) design, (4) production, and (5) evaluation. The developed contents for middle school teachers were consisted of 3 domains: (1) Foundation of Environmental Education, (2) Understanding about Environment, (3) Strategy for School Environmental Education. The contents of each sessions were selected considering synthetically objectives, themes and components of environmental education and structured of 62 hours Course totally. Developed program evaluated by 8 environmental education experts according to 10 evaluation item of total contents and contents development structure. In result, it evaluated comparatively high score. Based on the results, some recommendations were suggested.

• 디지털콘텐츠학회 논문지
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• 제6권4호
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• pp.209-216
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• 2005

The aim of this study is to examine the effects of web-based cyber instruction on EFL learning from the viewpoint of learners` perceptions and needs. Data was collected through a questionnaire survey that was carried out with 709 undergraduate student enrolled in three cyber English courses offered at N university during the secind semester in 2004. The results of the study indicated that the learners exhibited a positive attitude towards web-based cyber instruction and considered it a paper educational method in the cyber age. However, the students perceived that web-based cyber instruction was not greatly satisfactory in terms of cultivating their English communicative competence or improving the language skills they needed. It was also found that cyber instruction was still teacher-dominant, lacking in interaction, which made the students passive recipients of informaton presented. In comparison with off-line instruction, cyber instruction was not particularly better in enhancing their motivation interest or concentration on class. To be more effective, cyber instruction needs to be equipped not only with a large variety of contents and class activities, but also with more exposure to authentic language by native English speakers. The finding of the investigation yield some implications for the design and development of web-based cyber EFL programs.

• International Journal of Internet, Broadcasting and Communication
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• 제13권4호
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• pp.22-29
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• 2021

This study evaluates the accuracy of corrective feedback from Grammarly, an online grammar checker, on essays written by cyber university learners in terms of detected errors, suggested replacement forms, and false alarms.The results indicate that Grammarly has a high overall error detection rate of over 65%, being particularly strong at catching errors related to articles and prepositions. In addition, on the detected errors, Grammarly mostly provide accurate replacement forms and very rarely make false alarms. These findings suggest that Grammarly has high potential as a useful educational tool to complement the drawbacks of teacher feedback and to help learnersimprove grammatical accuracy in their written work. However, it is still premature to conclude that Grammarly can completely replace teacher feedback because it has the possibility (approximately 35%) of failing to detect errors and the limitationsin detecting errors in certain categories. Since the feedback from Grammarly is not entirely reliable, caution should be taken for successful integration of Grammarly in English writing classes. Teachers should make judicious decisions on when and how to use Grammarly, based on a keen awareness of Grammarly's strengths and limitations.

• 한국가정과교육학회지
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• 제21권2호
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• pp.139-158
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• 2009

본 연구는 청소년 소비자교육을 위한 사이버 가정 학습 교수-학습 과정안을 개발하여 사이버 가정학습을 실시 한 후 이의 학습효과를 교사의 면대면 수업과 비교하기 위하여 시도 되었다. 이에 청소년 소비자 교육의 교수-학습 과정안은 현행 7차 교육과정의 중학교 2학년 기술 가정 교과의 대단원 '자원 관리와 환경'에서 중단원 '청소년과 소비 생활'에 기초를 두어 학교에서 학습하게 되는 학교 소비자 교육 내용에 맞게 구성되었다. 사이버 가정 학습을 진행하기 위하여 '소비자 교육'이라는 강좌를 연구자가 개설하고, "중학교 2학년 기술 가정"에 해당하는 강좌에서 청소년 소비자 교육과 관련된 '청소년과 소비 행동', '소비자 정보의 활용', '합리적인 소비생활', '소비자 문제의 발생과 해결'의 4차시 강좌를 선정하였다. 사이버 가정학습 학습 강좌는 학습안내$\rightarrow$학습활동$\rightarrow$평가하기$\rightarrow$분기$\rightarrow$정리하기 의 5단계로 구성되어 있으며, 매체의 화면 구성은 에니메이션과 동영상을 통하여 제시되었다. 학습 효과를 비교하기 위해 중학교 2학년 남 여 학생을 100명을 대상으로 실험집단에게는 사이버 가정 학습을 이수하도록하고, 통제 집단에게는 오프라인 상의 교사의 면대면 수업을 실시한 후 공변량 분석과 대응표본 t 검증을 하였는데, 전체 소비자 태도와 일부를 제외한 소비자태도 하위 영역과 소비자 교육에 관한 지식 에서 유의미한 수업 효과를 보였고, 각 학습방법만의 고유한 학습 효과 또한 전체 소비자 태도와 일부를 제외한 소비자태도 하위 영역에서 유의미한 영향을 미쳤다. 교사의 면대면 강의식 수업이 사이버 가정 학습보다 소비자태도와 지식을 향상 시키는데 보다 효율적으로 나타나 사이버 가정학습은 교사의 면대면 수업을 보조할 수 있는 역할을 할 수 있도록 교수 설계를 하는 것이 바람직하다고 할 수 있다.

• 정보교육학회논문지
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• 제13권3호
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• pp.383-391
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• 2009

사이버가정학습체제는 사교육비 절감과 지역간 학력격차 해소, 학생들의 학력수준에 맞춘 수준별 학습실현 등을 통하여 정규학교교육의 문제점을 보완하고 궁극적으로는 공교육의 내실화를 목적으로 추진된 이러닝 학습체제이다. 본 논문에서는 사이버가정교사의 직무활동을 분석하고 직무활동에 대한 사이버가정교사 정보활용능력 요소를 도출하여 사이버가정교사 정보활용능력 요소에서 사이버가정교사 정보활용능력 평가기준을 마련하였다. 연구 결과 첫째, 사이버가정교사의 직무를 교수 학습, 상담 활동, 과정 운영 및 관리, 전문성 개발로 나누어 구조화 하였다. 이렇게 구조화된 사이버가정교사 직무 수행 활동은 사이버가정교사 정보 활용 능력 기준 요소를 추출하는데 기본적인 자료로 활용하였다. 둘째, 사이버가정교사의 직무 수행 활동에 기초하여 도출된 정보 활용 능력 요소는 총 53개의 요소로 정리하였으며 교원 ICT활용능력(ISST) 요소에 기초하여 사이버가정교사 정보활용능력기준(ISSCT)을 사이버 가정교사의 정보활용능력 평가기준으로 제시하였다.