• The KIPS Transactions:PartA
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• v.18A no.6
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• pp.241-248
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• 2011

Many learning systems are applying Self-Directed Learning to improve learning efficiency. The degree of understanding of the same learning contents can be different even if the learner's level is same. Therefore, it is difficult to represent an effective learning experience because the learning is progressed by the determined difficulty of learning and the learning process even thought the provided content is difficult to understand. In this paper, we augmented SCORM to reconstruct the learning contents which are suitable for the changed level of each learner in real-time. Also, we designed and implemented this augmented SCORM based DCOS(Differential Contents Organization System). In order to provide the suitable contents for each learner, DCOS reorganizes learning contents based on the learner's level, the learner's achievement of learning objectives, and the correlation between learning objects, that is the component of the learning content. Each 30 Each 30 students studied e-learning contents, which are constructed based on the existing System and DCOS respectively. And the average score and system's satisfaction of the students who studied DCOS based e-learning contents was higher.

• The Journal of the Korea Contents Association
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• v.9 no.7
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• pp.402-410
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• 2009

A lot of learning systems are applying self-directed learning to increase learner's learning effect. But most of this methods are hardly applied to fit the construction of learning contents considering learner's characteristics or it was processing the learning course without learner's choice. In this research, we proposed the recommendation method that can support the learning contents as calculate learner's preference contents based on learning history information when learner design the learning course. In the result, we chose test learner group and was able to know to generally increase average score of each learner after test between existing method and proposal one.

• Proceedings of the Korea Contents Association Conference
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• 2007.11a
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• pp.719-723
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• 2007

It is very active that existing companies of providing e-Learning contents try to differentiate themselves through a business model based on Web 2.0. For instance, Etoos, online education website (www.etoos.com) run by SK Communications has made more space where students can participate in the Web 2.0 era and overhauled its website completely, turning into an open-ended one, which strengthens learning and fun in 2007. This study is to analyze the present state of e-Learning contents with representative e-learning sites for middle and high school students, to find that the development direction for next generation e-Learning lies in developing contents focusing on learners that can get effective feedback and drawing collective intelligence grounded on the essence of Web 2.0, and to suggest 'the project to form virtual private tutor community in e-Learning contents.'

• Proceedings of the Korea Contents Association Conference
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• 2007.11a
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• pp.727-732
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• 2007

This paper is to investigate how types of presenting e-learning contents affect learning. The study examines learning outcome such as students' learning achievement, satisfaction, and perceived learning outcome of a course in liberal arts by three different types: VOD, WBI, and Text. The findings of this study will present the effectiveness of contents presentation type in e-learning. It is anticipated that the study will offer some suggestions to develop e-learning contents types for similar courses and further to develop effective contents types for various courses.

• Journal of Korea Society of Digital Industry and Information Management
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• v.9 no.4
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• pp.177-188
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• 2013

Since the world entered the age called "Smart Revolution", there has also been a lot of changes in the field of education. In educational environment, there is a growing interest in smart learning based on mobile contents, with the development of Smart Devices and ubiquitous technology. This paper is about a research on what effects smart learning has on leaner side when learners make active use of mobile contents in this age of Smart Revolution. First, we embodied teaching plans for some practical classes in forms of mobile contents using M-bizmaker. After the learning process based on the embodied contents for students, we analyzed the survey results on 4 sections-their use of apps, screen composition, technical support, interactions. We also studied the results of a questionnaire on 4 sections-contents, information offering, feedback systems, learner assessment-to evaluate their satisfaction. The research suggests that learner satisfaction can be improved with smart learning based on mobile contents embodied for leaners.

• Journal of Information Technology Services
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• v.6 no.3
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• pp.111-128
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• 2007

The purpose of the research is to analyze the status and problems of the e-Learning quality assurance system on e-Learning contents and service provider(institutes) in the field of enterprise education. In addition, the research is to suggest the direction and strategies for revising and developing the system. The research put emphasis on two systems of the e-Learning quality assurance(contents, service provider) which directly influence financial support of government. This study depended mostly on literature review, supplemented by expert panel meetings. In the case of the quality assurance system on e-Learning contents, the followings are suggested; (1)admitting the contents made of the combination of modules in the approved module set, (2)making easier the qualifying of modified contents for maintenance, (3)revising evaluation criteria, (4)providing substantial feedback. In the field of service provider, the followings are requested; (1)differentiating of qualifying system by industry and scale of company, (2)extending the qualifying cycle, (3)improving the feedback and sharing system.

• The Research Journal of the Costume Culture
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• v.18 no.1
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• pp.161-176
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• 2010

This study attempts to develop e-learning contents for the "fashion information analysis," which should be performed in combination of theory and practice in fashion education, in a recent Web-based education environment. The e-learning contents are developed by using the three steps of analysis, design and development. In order to analyze the requirements of curricula, the status and content of fashion information related curricular provided by general universities and cyber universities are analyzed, and then on the basis of this analysis the education objectives and detailed contents of e-learning contents are determined. Design and development of e-learning contents consist of the types, education menus and education form. The types of e-learning contents are developed into an education form combined with tutorial and practice/activity types. The education menus are comprised of syllabic, the profiles of professors and students, announcements, questions and answers regarding respect subjects, materials, and notes. Meanwhile, the education form consists of the following sections: "Before the Learning", "Learning", "Review Questions", "Final Review", "References", and "Practice", "Before the Learning" consists of two parts of a theory lecture that is composed of video clips and Power-Point presentations, and practice that consists of an audio(or video) lecture and illustration or Photoshop software execution window.

• International Journal of Contents
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• v.4 no.4
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• pp.18-23
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• 2008

With the development of information communication and network technologies, ubiquitous era that supports various services regardless of places and time has been advancing. The development of such technologies has a great influence on educational environments. As a result, e-learning concepts that learners use learning contents in anywhere and anytime have been proposed. The various learning contents authoring systems that consider the e-learning environments have also been developed. However, since most of the existing authoring systems support only PC environments, they are not suitable for various ubiquitous mobile devices. In this paper, we design and implement a contents authoring system based on learning activities for u-learning environments. Our authoring system significantly improves the efficiency for authoring contents and supports various ubiquitous devices as well as PCs.

• 전자공학회논문지 IE
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• v.45 no.1
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• pp.50-57
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• 2008

It is applying the various teaming contents to improve learner's studying desire and effect in E-Learning system. In this learning contents, there are text animation, sound and picture etc. But, multimedia teaming contents which has big file size need much transmission service times. In this paper, I proposed a scheduling technique of LMS to be faster and service efficiently the multimedia learning contents which was managed and processed it in LMS. for this purpose, I used message and scheduler at LMS. While loaming was processed, it saved the result information of learning contents request to LMS. In this case, if the learner request loaming contents request, it could be possible to support the learning contents efficiently to use learning contents information in LMS without connecting to LCMS. As application result of this techniques, at the first learning course, existent techniques displayed faster learning contents service than proposal techniques. But the more learning process, proposal technique is faster service than existent.

• The Journal of the Korea Contents Association
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• v.5 no.2
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• pp.29-37
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• 2005

Korean cyber universities now provide higher education service to learners but the courses suffer major limitations of low quality and inefficient format of their learning contents. Because of the absence of any standard authoring strategy for learning contents, tutors develop their own courseware with various formats and content structures. In addition, the lack of association between content learners causes them difficulties in finding and reusing related contents. In this paper, we propose an authoring strategy foradvanced learning contents based on SCORM and ontology. Our strategy improvesthe reusability and associativity of learning contents. We demonstrate the effectiveness of our proposed authoring strategy through developing learning contents such as understanding of digital contents.