• 정보교육학회논문지
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• 제14권4호
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• pp.589-603
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• 2010

초등학생들의 온라인 게임 중독이 점차 심각해지고 있는 상황에서, 정보통신 윤리 덕목들을 교육하기에는 기존의 교수-학습방법이 효과적이지 않다. 본 연구에서는 정보 윤리학을 기반으로 온라인 게임 중독을 판단 할 검사 문항을 개발 및 적용하여, '고위험 사용자'와 '잠재적 위험 사용자'를 파악했다. 그리고 덕 교육을 기반으로 온라인 게임 모형을 개발하고 구현하였다. 본 논문에서 개발한 게임모형은 학습자가 흥미 있게 참여할 수 있으며, 온라인 게임 중독과 관련된 도덕적 규범을 스스로 찾고 판단하며, 서사를 통해 다양한 상황과 관련 있는 도덕적 규범을 자연스럽게 체득할 수 있다. 게임모형을 적용한 결과, '고위험 사용자'와 '잠재적 위험 사용자'의 비율이 줄어들었으며, 특히 '존중'과 '책임'이라는 덕목의 신장에서 유의미한 결과를 냈다. 따라서 온라인 게임 중독 원인이 '존중'과 '책임' 덕목의 미발달인 경우에 효과가 있을 것이다.

• 복식문화연구
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• 제22권1호
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• pp.112-125
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• 2014

The purpose of this study was to compare the effects of internet fashion advertisement (Ad) formats according to university students' online lifestyle. Static banner, rich media, floating, shopping, and target advertisement were selected as stimuli and a self-administered questionnaire was used for data collection. SPSS PC (Ver. 16.0) was used for factor analysis, ANOVA, and Chi-square test. Factors of online lifestyle were economy, early adaption, cyberspace activity, sociability, innovation, and entertainment, and subjects were segmented into online activity (OA) retard group, OA mania group, hedonic early adapter group, and OA intermediate group. OA retard group was positive to a static banner Ad with intimacy, and OA mania group and OA intermediate group were positive to a static banner Ad with confidence, attention, and intimacy and rich media Ad and floating Ad with confidence and attention. Hedonic early adapter group was positive to a target Ad with attention and intimacy. Internet shopping mall managers should select internet Ad format after segmenting their customers according to OA lifestyle.

• 한국초등과학교육학회지:초등과학교육
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• 제25권3호
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• pp.271-280
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• 2006

In this paper, an Online Scientific Inquiry Learning System was developed with the aim of improving student's scientific literacy and scientific inquiry ability. It was determined that there should be 4 distinct principles applicable to the design of the Learning system. First, it should enrich learner's motivation. Second, it should provide students with the chance for reflecting on the inquiry process. Third, it should emphasize multi-dimensional forms of interaction. Fourth, students should be able to create new information through it. The server system including the database, equation editor, reporting tool, search engine were all utilized for developing the learning system. In addition, the authors produced 24 web-based projects which were guided inquiry activities in which various inquiry abilities (reasoning, prediction, experiment design) could be developed. An Online Scientific Inquiry Learning System is not the only program which could be utilized in improving scientific inquiry abilities, but at the very least, such a system can serve as the prototype for developing an online learning system.

• 문화기술의 융합
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• 제7권3호
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• pp.247-253
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• 2021

컴퓨터 프로그램 초보 학습자의 프로그래밍 실습과정에서 발생하는 프로그래밍 오류는 다양하다. 이때 학습자는 스스로 오류사항을 인지하기 어렵기 때문에 교수자의 피드백을 통해 프로그램 오류를 수정하게 된다. 그러나 최근 코로나19로 인해 온라인 환경에서 프로그래밍 기법을 학습하게 됨에 따라 오프라인 수업에 비해 교수자와의 상호작용에 한계가 있으므로 학습자 스스로 프로그래밍 오류를 해결하는 능력을 키울 필요가 있다. 이에 본 연구에서는 파이썬 언어를 이용한 온라인 프로그래밍 수업에서 발생된 학습자들의 오류 사례를 분석하고, 그 결과를 바탕으로 학습자의 프로그래밍 오류 수정 능력을 키워줄 수 있는 온라인 프로그래밍 교육 방안을 제시하였다.

• 공학교육연구
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• 제25권3호
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• pp.26-34
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• 2022

Students' questions are essential and important for learning, but previous research and experience of instructors shows that there is a lack of interaction between instructors and students in online classes. This research studies how learners can effectively ask questions in online classes at engineering colleges. Based on two axes of anonymity and openness, the four different types of questioning methods were suggested as 'onymous/public', 'onymous/private', 'anonymous/public' and 'anonymous/private.' In this study, seven communication channels were applied to check their effectiveness in an online class. The results showed that learners' satisfaction with learning outcomes increased compared to previous offline classes, while satisfaction with teaching methods was similar. Additionally, among the four types of questioning methods, the preference and effectiveness of 'anonymous/public' was highest, followed by 'onymous/private'. This study suggests several implications of educational approaches to online education in engineering colleges.

• 창의정보문화연구
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• 제6권3호
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• pp.141-148
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• 2020

최근, 코비드 환경은 대학의 교육 시스템에 심각한 영향을 끼쳤다. 대학의 재학률과 취업률에 큰 영향을 미치는 학생의 진로지도 방법은 코비드 환경에서 변할 수밖에 없다. 기존의 진로지도 활동은 오프라인 상담 방법을 주로 사용하지만, 코비드 환경에서의 진로지도 활동은 온라인 상담 방법을 더 중요하게 고려해야 한다. 본 논문에서는 온라인과 오프라인 교육 환경에서 효과적으로 사용할 수 있는 하이브리드(온라인과 오프라인) 진로지도 모델을 제안한다. 온라인과 오프라인의 특성을 가진 하이브리드 제안 모델은 코비드 환경에서도 학생들을 효과적으로 지도 할 수 있다. 본 논문에서는 제안 모델을 실제 상담 사례에 적용하여 제안 모델의 유용성을 보였다.

• 창의정보문화연구
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• 제5권1호
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• pp.53-61
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• 2019

최근 온라인 저지(OJ, Online Judge) 시스템을 활용하여 학생들이 알고리즘 및 프로그래밍에 기반한 문제 해결 역량을 함양할 수 있도록 하는 시스템을 구축하여 운영하는 사례 및 이에 대한 교육적 효과성들이 다양하게 보고되고 있다. 정보·컴퓨터 현직교사 및 예비교사가 이러한 시스템을 자신이 속한 학교·학생 환경에 맞게 구축하여 운영할 수 있는 역량을 갖추게 된다면, 컴퓨팅 사고력 및 문제해결과 관련된 강력한 지도 역량을 갖출 수 있게 될 것이다. 이에 본 연구에서는 학교 단위의 정보교육을 위한 HUSTOJ 기반의 오픈소스 온라인 저지 시스템 커스터마이징 방안을 탐색하여, 학교 현장에서 이를 효과적으로 적용하기 위한 방향을 제시하였다.

• Journal of Information Technology Applications and Management
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• 제15권3호
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• pp.153-167
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• 2008

This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups : social dimension (leader's enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners' perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

• Journal of Information Technology Applications and Management
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• 제25권2호
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• pp.117-132
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• 2018

This study examines the reason why consumers try to use the online shopping cart more, and especially analyzes the influence of personal psychological factor such as regulatory focus. Hypotheses are tested with a two-way ANOVA model using experimental data collected from 210 undergraduate students at a business school in South Korea. We found that prevention focused consumers try to use online shopping cart more than promotion focused consumers. It is possible that prevention focused consumers try to consider as many alternatives as possible to ensure safety as they focus on negative results or losses during shopping online. However, we also found out when the buying purpose is utilitarian, promotion focused consumers are not different from the promotion in terms of the usage intention of online shopping carts. Marketing managers can provide different messages customized for their consumers by leading them to use the online shopping cart in a more effective way.

• International Journal of Advanced Culture Technology
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• 제9권1호
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• pp.162-167
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• 2021

The aim of this paper is to analyze the development of effective online Problem-Based Learning (PBL) and Project-Based Learning (PjBL). The collaborative PBL/PjBL become one of the hot issues with the rapid growth of online learning in the era of COVID-19. Educators try to get innovative to continue instruction without sacrificing student engagement, thus adopting an instructional model of PBL/PjBL. The PBL process involves clarifying terms, defining complex problems, brainstorming, structuring and hypothesis while PjBL includes project-planning, implementation, communicating the results of a project in a presentation and evaluations with immediate individually tailored feedback within a predetermined period. Despite the differences between online and offline learning, the benefits of learning online or offline are practically the same if enough bidirectional interactions between instructors and students are possible. We argue that online qualifications are just the same as those of offline ones in PBL/PjBL models, therefore, the standards of online/offline learning are identical since education is a two-way communication.