• Journal of Agricultural Extension & Community Development
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• v.16 no.2
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• pp.463-486
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• 2009

The purpose of this study was to find out the differences of preferences in e-Learning contents delivery types according to information searching retrieval ability in agricultural high school students. Contents delivery types are limited three kinds which are HTML type, video type, and text type and need to know about differences. The following summarizes the results of this study. On the preference of e-Learning contents delivery type on information searching retrieval ability had differences. High level group of information searching retrieval ability showed that they mostly preferred text contents delivery type. However, low level group of information searching retrieval ability showed that they preferred video contents delivery type. The results support our belief that there could be the differences in preferences in e-Learning delivery types with students' information searching retrieval abilities. We suggest that delivery types of e-Learning should be based on the students not on designers and developers.

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.79-87
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• 2019

This study examined the effect of e-learning contents with different dual-coding, media-richness, and cognitive-load degree on learning. To do so, after dividing summary and explanation presentation methods in e-learning contents according to information's quantity and kind, the effects on teaching presence and academic achievement were examined. The summary presentation method was produced as text type and text+illustration type and the explanation presentation method as audio type and audio+video type. The results of this study are as follows. First, in the summary method, the text+illustration type had significantly higher teaching presence than text type. Second, in the explanation method, the audio type was found to be significantly higher than the audio+video type. Third, the interaction between the summary method and explanation method was found to be significant in teaching presence and academic achievement.