• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.279-287
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• 2001

In this paper, we have defined and designed the structure of standardized XML content for supplying efficient e-Learning contents. We have also implemented the prototype of XML contents generator to create the educational contents easily. In addition, we have suggested the contents searching method using Case Base Reasoning and Bayesian belief network to supply XML contents suitable to learners request. The existing e-Learning system based on HTML could not customize and standardize, but XML contents can be reused and made an intelligent learning by supplying an adaptive content according to learners level. For evaluating the efficiency of designed XML content, we make the standard XML content for learning JAVA program in e-Learning system as well as discussing about the integrity and expanding the educational content. Finally, we have shown the architecture and effectiveness of the knowledge-based XML contents retrieval manager.

• Communications of Mathematical Education
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• v.20 no.3 s.27
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• pp.425-441
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• 2006

Entering upon 21th, the internet which bring the digital era, are changing the paradigm of education and cultivating creative and challenging person, which is the core of competitive power in knowledge-information society, is more emphasized than ever. To meet the needs of the present times, it has been concentrating its effort to improve learning-environment using e-Learning in the field of teaching. E-schoolbooks that were introduced recently by way of showing an example are representative case of this intention. Though many e-learning contents are being developed, the more speedily a society grow, the shorter the life of contents are. Moreover, the contents developed are impossible to use directly for tele-education system, so standard types adjusted for various kind of system are showing up. Among them the leading standard type is SCORM(Sharable Content Object Reference Medel) made in ADL(Advanced Distributed Learning) Corporation. The KERIS' Cyber Home Education System adopted this and is using it. So, in this study, we set the goal at designing and developing an e-learning contents and an experiment-focused mathematics that suit the KERIS' Cyber Home Education System on the basis of SCORM.

• Proceedings of the Korea Association of Information Systems Conference
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• 2004.05a
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• pp.265-268
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• 2004

최근 디지털 지식기반 사회에 대응하는 교육의 형태로 e-Learning이 교육적 대안으로 급부상하면서, 시스템의 상호 운영성 및 컨텐츠 명세, 활용을 지원하기 위한 표준화에 따른 연구가 국내외에서 급속도로 확산되고 있다. 특히, 국제표준기관에서 제시한 e-Learning 개발 환경을 위한 Learning Technology Standard Architecture(LTSA)와 Sharable Content Object Reference Model(SCORM)을 제 정하여 컨텐츠의 사용과 상호 호환을 가능하게 함으로써 e-Learning의 효율성을 증대시키고 산업 시장의 확장을 이룰 수 있다. 또한, 현재 많은 교육관련 업체에서는 SCORM 체계를 기반으로 한 학습 컨텐츠들을 개발하여 제공하고 있다. 따라서, 본 논문에서는 국제 표준 기술인 SCORM을 기반으로 개발된 학습 컨텐츠를 체계적으로 지원하기 위해 컨텐츠 관리 시스템 개발에 대한 기술을 정의하고, 다양한 관점의 컨텐츠 메타 데이터를 식별, 분류함으로써 컨텐츠의 생성과 저장, 검색 나아가 형상관리를 위한 기본 정보로 이용 가능하다. 또한 이들 메타 데이터를 기반으로 한 학습 컨텐츠 관리 시스템의 프로토타이핑을 제시함으로써 재사용성과 유지보수성 향상을 통해 컨텐츠 개발의 용이성과 품질 및 생산성을 높일 수 있다.

• Proceedings of the Korea Information Processing Society Conference
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• 2004.05a
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• pp.951-954
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• 2004

최근 디지털 지식기반 사회에 대응하는 교육의 형태로 e-Learning이 교육적 대안으로 급부상하면서, 시스템의 상호 운영성 및 컨텐츠 명세, 활용을 지원하기 위한 표준화에 따른 연구가 국내외에서 급속도로 확산되고 있다. 특히, 국제표준기관에서 제시한 e-Learning 개발 환경을 위한 Learning Technology Standard Architecture(LTSA)와 Sharable Content Object Reference Model(SCORM)을 제정하여 컨텐츠의 사용과 상호 호환을 가능하게 함으로써 e-Learning의 효율성을 증대시키고 산업 시장의 확장을 이룰 수 있다. 또한, 현재 많은 교육관련 업체에서는 SCORM 체계를 기반으로 한 학습 컨텐츠들을 개발하여 제공하고 있다. 따라서, 본 논문에서는 국제 표준 기술인 SCORM을 기반으로 개발된 학습 컨텐츠를 체계적으로 지원하기 위해 컨텐츠 관리 시스템 개발에 대한 기술을 정의하고, 다양한 관점의 컨텐츠 메타 데이터를 식별, 분류함으로써 컨텐츠의 생성과 저장, 검색 나아가 형상관리를 위한 기본 정보로 이용 가능하다. 또한 이들 메타 데이터를 기반으로 한 학습 컨텐츠 관리 시스템의 프로토타이핑을 제시함으로써 재사용성과 유지보수성 향상을 통해 컨텐츠 개발의 용이성과 품질 및 생산성을 높일 수 있다.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.203-212
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• 2005

The purpose of this study was to develop e-learning contents and to examine how ICT-powered instruction using the developed e-learning contents affects the science achievements of students and how the students respond to that. After an experiment in the 7th class of the weather condition unit in high school earth science, e-learning contents were prepared by using the videotaped material and flash animation to teach key learning points. The selected two different classes, experimental and control groups, shows almost the same final scores in the first semester. The experimental group received ICT-powered instruction with the contents developed in the study, and the control group received a typical expository lesson. And then the achievement test was done to these two groups, separately. The major findings of the study were as follows: As for the effects of ICT-powered instruction on the academic achievement, the average scores of the experimental group is higher than that of the control group, but the difference is insignificant. When each group was subdivided into the upper and lower groups, the upper group got higher average scores and the difference was significant. But there was no significant disparity between the lower groups. Therefore, the ICT-powered instruction using the e-learning contents gives a good effect on the students whose levels are higher than the average. In the questionaike about the ICT instruction, they generally had a positive opinion about its impact on learning interest and class participation and its learning effects.

• Journal of Korea Society of Industrial Information Systems
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• v.15 no.5
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• pp.211-219
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• 2010

There are significant changes are in education field: the paradigm shift from teacher-centered and text-oriented learning to learner-centered and multimedia-oriented learning. Many researchers have proposed that the e-learning contents is one of the most important factors on e-learning performance. This study analyzes the effect of types of test information on learning performance in e-learning contents. The results show that the interaction effect between types and gender influences the comprehension of learning; the female prefers to the feedback and narrative type but the male prefer to the narrative type. The narrative type showed the highest score on the comprehension and satisfaction of learning among three different types. Also, the main effect of gender difference had no effect on e-learning performance.

• Journal of Internet Computing and Services
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• v.15 no.6
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• pp.77-84
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• 2014

The purpose of this study is to explore factors affecting the effect of e-learning, and to find out the casual relationship among these factors. Subjects are 2,091 students who have participated in e-learning based class during the period of second semester in 2013. Those of them, 1,732 students response to the survey questions. After gathering data, they are analyzed by using Confirmative Factor Analysis and Structural Equation Modeling. From the result of Confirmative Factor analysis, data have reduced four factors, and are named as four latent variables likes e-learning effect, contents satisfaction, managing assistant factor, and system functional factor. From the result of Structural Equation Modeling, it is known as the relation and impact among factors: (a) "managing assistant factor" affects to "contents satisfaction" directly. (b) "contents satisfaction" affects to "e-learning effect" directly. (c) "system function factor" affects directly to "contents satisfaction", but does not affect directly to "e-learning effect". (d) both "managing assistant factor" and "system function factor" have an indirect effect on "e-learning effect" via "contents satisfaction".

• Proceedings of the Korean Information Science Society Conference
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• 2007.06c
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• pp.209-212
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• 2007

E-Learning 혹은 원격 강의 환경에서 아바타 애니메이션과 annotation을 이용한 강의 컨텐츠를 제작 하는 것은 많은 시간과 비용을 요구한다. 본 논문에서는 웹 환경에서 아바타 애니메이션과 디지털 잉크(Digital ink) 기능을 지원하는 강의 컨텐츠를 디자인하고 공유하기 위한 아바타 기반 Annotation(Avatar Augmented Annotation), 즉 AAA 인터페이스 기법을 제안한다. AAA를 이용하여 강사는 복잡한 프로그래밍 언어나 스크립트를 사용하지 않고도 필기형식의 펜 입력을 통해 애니메이션과 Annotation이 복합된 강의 컨텐츠를 디자인 할 수 있다. 입력된 정보는 AAA를 통하여 XML 형식의 스크립트로 표현되고 이것은 강의 컨텐츠에 적용되어 아바타와 Annotation이 결합된 생동감있는 컨텐츠를 만들어낸다. 실험을 통하여 AAA 시스템은 기존의 온라인 교육 컨텐츠에 비해 교육적으로 효과적임을 알 수 있었다.

• Proceedings of the Korea Information Processing Society Conference
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• 2003.11a
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• pp.239-242
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• 2003

본 논문에서는 학습자의 요구와 무관한 학습 컨텐츠 제공의 문제점을 알아보고, 학습자의 요구에 부합되는 강의 컨텐츠제공을 위한 방법을 제안한다. 기존의 LMS(Learning Management System)는 시간적, 공간적 제약을 받지 않고 교육이 가능하다는 온라인 교육의 장점에도 불구하고 학습자의 요구와 수준에 무관하게 학습과 관련한 컨텐츠들이 획일적으로 구성됨으로써, 학습자의 요구를 만족시키지 못하고있다. 이에 본 논문에서는 학습에 필요한 강의 컨텐츠 생성 시 효율성과 재사용성을 높인 SCORM을 기반으로 하여 학습 컨텐츠를 생성하고, 평가된 학습자의 학습 수준을 통해서, 학습자의 수준에 맞는 강의 컨텐츠를 제공하는 학습자 수준별 학습 시스템(Learner Level e-Learning System)을 구현하였다. 이를 통해 컨텐츠 저작자는 학습 객체의 재사용이 가능하며, 학습자는 요구에 충족하는 강의를 수강하는 것이 가능하다.

• Archives of design research
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• v.18 no.3 s.61
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• pp.149-160
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• 2005

The Purpose of this study is to embody self-directed learning management system and contents which are considered of learner's interactivity and usability in e-learning environment; It is based on self directed teaching and learning strategies. It divides type of interaction centering on the learners into four categories: (1) learner and instructor (2) learner and learner (3) learner and contents (4) learner and learning management system. The specific elements of learning management system is set up and embodied to present the interaction strategies according to the above-mentioned patterns, to improve the self-directed learning ability and to facilitate an online communication. The learning contents based on the self directed learning strategies, design the interface in due consideration of the learners' usability based on six strategies such as simple navigation, consistency, intuitive interface, linkage, user supports and immediate feedback. This research makes up for the weak points in the self-directed functions of learning management system and links up with learning contents, therefore it has a value to improve learner's interactivity and usability. It is expected that the research results can be helpful in quality improvement of e-learning environment.