• Journal of Digital Contents Society
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• v.8 no.1
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• pp.61-68
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• 2007

In order to expand e-Learning and to increase effect of e-Learning, e-learning should be improved more and more. It is achived when reflecting learning planning, teaching method design, well-designed operation, etc. The quality of e-Learning can be influenced by the development method and operational method, and the quality of e-learning can decide teaming effect. That is, the development method(model) of contents influence contents quality, and contents quality decides learning effect. Therefore, this study, analyzing e-Learning models and introducing "Knowledge-based e-Learning Model" which can increase quality of e-Learning, should contibute to achieve e-Learning purpose.

• The Journal of Information Systems
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• v.15 no.4
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• pp.171-188
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• 2006

Information technology and the Internet have had a dramatic effect on education method and individual life. Universities and companies we making large investments in e-Learning applications but are hard to pressed to evaluate the success of their e-Learning systems. e-Learning can be seen as not only one of Internet based information systems which can provide education services but also one of teaching-teaming methods which can implement self-directed teaming. This paper tests the updated model of information system success proposed by Delone and McLean using a field study of a e-Learning. The five dimensions - information quality, system quality, service quality, user satisfaction, net benefit - of the updated model are parsimonious framework for organizing the e-learning success metrics identified in the literature. Questionaires are collected from 107 students who are enrolling a e-learning class using online survey. The model is tested using SPSS and LISREL. The results show that information quality and service quality are significant predictors of user satisfaction with the e-Learning system but system quality is not. Also user satisfaction is found to be a strong predictor of the learning performance. This strong association between user satisfaction and teaming performance suggests that user satisfaction may serve as a valid surrogate for teaming performance. Empirical testing of the updated DeLone & McLean model should therefore be extended to cover a wider variety of systems.

• Journal of the Institute of Convergence Signal Processing
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• v.10 no.1
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• pp.23-31
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• 2009

Supporting of the user-wanted teaching&learning functions is an important factor to improve the learning effects in a e-learning system. However, most methods are not enough to refer a model for supporting a teaching&learning function in a planning, development, operation, and evaluation. Accordingly, we propose the specified reference model for supporting a teaching&learning function in the web-based e-learning system. To verify the validity of the proposed system, we consulted the students experienced in e-learning system. As a results, The proposed specified reference model can be expected more $11%{\sim}23%$ effectiveness improvement than that of their experienced in the previous system. Also, as the pre-evaluated results using the teaching&learning services supporting degree by the proposed reference model, those measurements are very similar to the services requirement degree of their experienced in e-learning system.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.8 no.2
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• pp.309-323
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• 2007

Recently, E-Learning based on wide-area infrastructure is being spotlighted as the new means to innovate education at school and develop human resources at society and appeared as the main point of digital content industry. In this paper, we analyze the characteristics of base technology of E-Learning software and developed E-Learning software quality evaluation model by analyzing quality characteristics for quality test and evaluation of E-Learning software. To do so, we established the quality evaluation system and developed the evaluation model to evaluate the quality about E-Learning software by introducing related international standard. We think that this will promote development of competitive E-Learning software products.

• Educational Technology International
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• v.11 no.2
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• pp.25-41
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• 2010

Challenges brought by applications of advanced technologies in education call for new approaches that can best ensure the provision of quality e-learning experiences. This paper presents an ecological approach as one of such approaches to quality assurance in e-learning that can monitor, assess and improve the effectiveness and the links between the various elements of e-learning. The ecological model for QA in e-learning emphasizes interrelation transactions between elements (e.g. providers, learners, cultures and policies) and systemic integration of those elements, and stresses that all these elements within a QA system play an equal role in maintaining balance of the whole. The model focuses attention both on individual and societal/cultural environmental factors as cornerstones for QA efforts in e-learning. It addresses the importance of QA efforts directed at changing QA transactions from provider-centered to 'all stakeholder-oriented', from one-size-fits-all model to 'globally oriented, locally adaptive model' and from control framework to 'culture creation framework'.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.69-75
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• 2011

This paper presents a model of e-learning based on ubiquitous computing configuration. First of all, we survey the advanced e-learning systems for foreign and domestic universities. Next we propose the optimal e-learning model based on ubiquitous computing configuration. The proposed e-learning model as following. we propose the e-learning system's hardware and software configurations, that are server and networking systems. Also, we construct the proposed e-learning systems's services. There are attendance and absence service, class management service, common knowledge service, score processing service, facilities management service, personal management service, personal authorization issue management service, campus guide service, lecture-hall management service. Then we propose the laboratory equipment management service, experimental materials management service etc. The proposed model of e-learning based on ubiquitous computing configuration will be able to contribute to the next generation university educational paradigm.

• Journal of the Korean Operations Research and Management Science Society
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• v.31 no.3
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• pp.127-143
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• 2006

While e-learners' satisfaction would be determined by qualify of e-learning environment including learning management systems, learning contents and interactions, the influence of quality on satisfaction can be changed by e-learners' self-regulated efficacy The objective of this study is to show difference of the relationship between qualify and satisfaction In e-learning by self-regulated efficacy. For this purpose, we propose a research model which consists of five quality factors in e-learning as explaining variables, satisfaction as a result variable and self-regulated efficacy as a control variable. For empirical test of this model, the sample is collected from e-learning classes in a college and divided into two groups by self-regulated efficacy in order to analyze the effects of control variable. By multi-group analysis, we show two groups are different from each other in the relationship between quality and satisfaction of e-learning environment.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.2
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• pp.529-534
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• 2008

This study grasped the problem by examining the consciousness of professors about the e-learning and reached a conclusion as follows. The teaching-learning model of e-learning should be developed. Universities should develop study system modules that can select assortatively by learners according to the e-Learning course and present a new education model of university for the liberal arts course, areas needing an industry-academic cooperation and an lifelong education in university and so on. Also, the one step e-Learning course of four weeks quantities should be administered through developing combination courses that appropriately combine advantages both face-to-face courses and on-line courses to activate the e-Learning.

• Journal of information and communication convergence engineering
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• v.22 no.1
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• pp.23-32
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• 2024

This study aims to improve the quality of distance learning by developing webcast-based e-learning media and integrating it into an e-learning platform for functional job training purposes at the National Research and Innovation Agency, Indonesia. This study uses a Technology Acceptance Model (TAM) to assess and predict user perceptions of information systems using webcast platforms as an alternative to conventional applications. The research method was an online survey using Google Forms. Data collected from 136 respondents involved in practical job training were analyzed using structural equation modeling to test the technology acceptance model. The results showed that the proposed model effectively explained the variables associated with the adoption of web-based e-learning during the COVID-19 pandemic in Indonesia for participants engaged in functional job training. These findings suggest that users' perceptions of ease of use, usefulness, benefits, attitudes, intentions, and webcast usage significantly contribute to the acceptance and use of a more effective and efficient webcast-based e-learning platform.

• Journal of Korea Society of Digital Industry and Information Management
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• v.11 no.1
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• pp.135-144
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• 2015

This study aims to propose an evaluation model that enables cooperative learning using e-Learning system. Even if the teacher and the student are not in the same place at the same time, the team project deliverable submitted by the student to the online system can be viewed by the teacher, enabling the teacher to assess the student not only based on the project but also in many other aspects. The proposed e-learning cooperative learning model allows the development of assessment factors, using such factors in assessment of the student's activities which are performed through the e-learning system, and the feedback of the results to the student so that the student is further motivated for learning. The teacher performs a comprehensive assessment of such factors, which is considered in conjunction with the student's assessment. Implementing the cooperative learning model proposed in this study in various e-learning systems such as Moodle is expected to motivate the student for learning, produces better cooperative learning results, provides greater convenience of assessment to the teacher, and improves fairness of assessment by showing the student's activities in real time.