Earticle

Purpose: This study aimed to seek agreement on the core components of an e-learning cultural competence program for Korean public health workers (PHWs) while prioritizing educational content areas. Methods: A two-round Delphi study was performed with 16 Korean experts from five disciplines. Data were collected between August 30 and November 24, 2017. A questionnaire was developed from literature reviews and previous focus group interviews concerning PHWs. The panel members were asked to rate the importance and urgency of educational content areas and the effectiveness of teachingelearning methods and gave opinions on their appropriate frequency, duration, and target audience. Responses were analyzed using descriptive statistics. A median of 4.0 or greater or a rate of agreement of 75% or greater was considered a “consensus” for the purposes of this study. Results: All consenting participants responded to two-round surveys. Participants reached consensus on thirty-one educational content areas. Of these, the highest priorities were “necessity of cultural competence of PHWs,” “health characteristics according to race and ethnicity,” and “establishing trusting relationships with migrants.” The most effective teachingelearning method was case-based learning, with seven to eight sessions of training and duration of fewer than 30 minutes per session. Conclusion: Multidisciplinary experts proposed 12 prioritized educational content areas and effective teachingelearning methods as well as their frequency, duration, and target audiences, reflecting Koreaspecific multicultural phenomena and the nature of the work of PHWs. These findings can contribute to preparing PHWs to provide culturally competent services to migrants in their communities.

Purpose: To develop and apply an e-learning orientation program that enables the new nurses to be acquainted with their works more rapidly so that they could perform their abilities more efficiently in the field. Method: The study was designed with 4 stages in the order of demand survey done by 159 new nurses, program development based on Network Instructional System Design Model, program application done by 433 other new nurses and user evaluation. Result: The total of the following 18 courses have been thoroughly developed in the order listed as follows: oxygen therapy, suctioning, peripheral intravenous therapy, emergency drugs, drug management, drug dosage calculation, clinical drugs I, clinical drugs II, blood transfusion, medication administration, tube feeding, enema, urinary catheterization, vital sign checking method, infection control, safety control, overview of clinical pathology and emergency nursing. The overall average score of the evaluation was 4.13 out of 5 points in satisfaction. Conclusion: In order to continuously develop and promote the e-learning program, the applicants study demand and clinical nursing practice must be reflected to the program.

본 연구는 APEC 이러닝 연수 프로그램(이하 AeLT)에 나타난 개도국 교육정보화 정 책분석의 과정을 정리하고, 정책학의 이론적 틀에서 그 특징을 파악, 개선점을 찾고자 하였다. AeLT 프로그램에서의 개도국 교육정보화 정책분석의 절차는 1단계 목표설정 및 문제 정의하기-2단계 문제 분석하기-3단계 체계적 해결책 제시-4단계 최종 대안 선 택- 5단계 세부 전략 수립 등으로 구성된다. 일반적인 정책과정론에 근거하여 본 이 과 정의 특징은 다음 다섯 가지로 나타났다. 첫째, 목표설정과 문제분석의 순서가 반대로 설정되어 있다. 둘째, AeLT의 경우 세부 기법 및 전략들이 질적 분석의 방법을 주로 사 용한다. 셋째, 목표설정과 정책대안 탐색의 단계에서 비용효과 분석 및 실현가능성 분석 등의 추가가 필요하다. 넷째, 민관협력(PPP)을 통한 자원 확보(resource hunting) 및 자 원 활용(research management)dl 중요하게 다루어지고 있다. 다섯째, 정책대안 탐색의 과정에서 역할 분담을 통한 액션 플랜이 함께 작성되는 것이 특징이다. 개선점으로는 다 음과 같은 다섯 가지가 도출되었다. ㉠ 개도국의 정책기조 및 의제의 사전 분석, ㉡ 더 다양한 정량적인 기법 활용, ㉢ 예산 검토, ㉣ 정책목표와 대안의 축소 전략 마련, ㉤ 자 문장치 확보를 통한 정책분석, 정책논증 필요이다.

The purpose of this study is to analyze and summarize the process of making ICT policy in education of developing countries which is used in the APEC eLearning training program (AeLT), to find out the characteristics of the policy-making procedure and to seek implication. In the AeLT program, the process of making ICT policy in education in developingcountries is Step1) to establish goal and define the problem. Step2) analyze the problem, Step3)present systematic solution Step4) select the last alternative. Based on the general policy process theory, the characteristics of AeLT program are as follows: First, the order of goal setting and problem analysis is reversed. Second, in the case of AeLT, detailed techniques and strategies are mainly used for qualitative analysis method. Third, there is no cost effect analysis and feasibility analysis at goal setting and policy alternative search stage. Fourth, resource hunting through PPP is important in the AeLT program. Fifth, action plans are created through role sharing in the process of policy alternative search. Implications are as followed. First, the AeLT policy priorities should be analyzed in advance. Second, various quantitative techniques should be utilized. Thirdly, budget review. Fourth, policy strategies and alternative strategies should be developed. Fifth, It is necessary to demonstrate policy.

방과후학교는 2006년부터 초․중․고등학교에서 시행된 정규교육과정 이외의 시간에 다양한 형태로의 활동으로 학교 에서 운영되는 학교 교육 활동이다. 방과후학교는 수요자 중심의 다양하고 창의적인 교육경험 제공을 통해 창의 융합 형 인재육성에 기여하고자 노력한다. 특히 사교육비 경감, 교육격차 완화, 돌봄 서비스 제공, 지역사회 연계/협력하는 것을 주요 전략으로 하고 있다. 하지만 방과후학교는 강사수습, 교육과정 운영의 제한점의 문제로 인해 수요자 중심의 창의적인 교육경험을 제공하는데 한계성이 있으며, 특히 농어촌 지역의 경우에는 이러한 한계성은 더욱 커지고 있다. 본 연구에서는 방과후학교에서 온라인 프로그램의 도입 및 운영의 타당성을 검토하여 미래학습 혁신 요구에 대한 대응 을 위한 방과후학교 프로그램 개선 및 온라인 적용 타당성을 제시하고 수요자 기반의 맞춤형 온라인 프로그램 운영 모델의 방향성을 제시하고자 한다. 본 연구를 통해서 방과후학교의 온라인 프로그램 도입 을 통해 다양한 수업혁신, 맞춤형 교육, 취약계층 접근성 확보의 가능성을 분석 및 기반을 조성하고자 한다.

After-school is a school-based educational activity that is run in various forms at the time other than the regular curriculum implemented in elementary, middle and high schools since 2006. The after-school school strives to contribute to the fostering of creative talents by providing diverse and creative education experiences centered on consumers. In particular, the main strategy is to reduce private education costs, alleviate educational disparities, provide care services, and link / cooperate with local communities. However, after-school schools have limitations in providing creative user-centered educational experiences due to the problem of limitations in teacher training and curriculum management. In the case of rural and rural areas, this limitation is increasing. This study examines the feasibility of the introduction and operation of online programs in after - school schools, suggests the improvement of after - school programs and the feasibility of online application to cope with future learning innovation demands and suggests the direction of customized online program operation model do. Through this study, the possibility of various class innovation, customized education, and accessibility of vulnerable class through the introduction of after - school program is analyzed.

Purpose: The purpose of this study was to develop and evaluate a new-nurse education program utilizing both e-learning and instructor demonstration. Methods: From August to December in 2009, the e-learning education program about insulin injection was developed. The control (C) group was educated via instructor demonstration from April 15 to October 6 in 2009, and the experimental (E) group was educated via both e-learning and instructor demonstration from January 5 to October 13 in 2010. After each education, knowledge and educational effectiveness were checked. Results: Satisfaction with the education contents in the E group was significantly higher than those of the C group (Z=-3.72, p<.001), and satisfaction with the education method in the E group was higher than those of the C group (Z=-2.98, p=.003). Usefulness (Z=-3.33, p=.001), application (Z=-2.62,p=.009), and confidence (Z=-2.61, p=.009) in the E group were all higher than those of the C group. 78.9%in the E group reused the e-learning program after the experimental education. Conclusion: Combined educational program with e-learning and instructor demonstration had both merits of online efficiency and face-to-face education. It would be useful especially for new-nurses to improve their nursing skills in accomplishing their roles.

본 연구는 현재 방과후학교 교육이 가진 당면한 문제 중에서 가장 실체가 되어야 하는 교사 육성 문제에 초점을 둔다. 이에 방과후학교 교사 및 학생들을 중심으로 요구를 분석하고 방과후학교의 보다 효율적이고 발전적인 운영을 위하여 체계적인 교사교육모형 개발을 목적으로 수행한다. 우선, 방과후학교 교사 및 학생의 인식을 알아보기 위하여 참여도가 가장 높은 과목인 컴퓨터교육을 선택하였으며 방과후학교 컴퓨터교사 97명, 참여 학생 89명을 대상으로 설문조사를 실시하였다. 조사결과 첫째, 방과후학교 컴퓨터교육의 실태는 비 체계화된 교과운영 형태로 진행되어 과목 편중이 나타났고 이에 체계적인 교육과정과 수업설계 및 각 단계에 맞는 교사 스킬이 요구되었다. 둘째, 방과후학교 교육 참여 학생 실태 결과로 학습이해도 및 참여호응도는 다소 높은 것으로 확인된 반면 학습기여도 면에서는 응용성이 다소 결여되는 것으로 나타났다. 위 두 연구 결과, 공통적 요구로서 방과후학교 교사의 차별화된 교육이나 연수가 필요한가에 대한 여부는 89.2%로 상당수 필요하다고 인식하였으며 필요 이유에 대한 응답은 교사와 학생 간 차이를 보였다. 다음으로 위 요구를 바탕으로 세분화된 교사교육과정 설계를 위하여 DACUM방법을 이용하였는데 먼저, 직무수행 내용전문가(SME)에 의한 인터뷰, 그룹회의를 통하여 세분화된 과업(duty)과 작업(tast)을 도출하고 각 난이도, 중요도, 수행 빈도 및 교육 필요도를 분석하였다. 이 결과 최종적으로 과업별 KSA(지식, 기술, 태도)를 도출하여 방과후학교 교사의 특성상 원거리 지역 근무자에게 적합한 형태로 e-러닝 방과후학교 교사 교육모형(e-ASTE)을 제시하였다.

This study is focused on the nurturing of school teachers which should be the truest nature of the issues confronting the current After-School Program. Accordingly, focusing on analyzing the request of After-School Program teachers and students, the study is to be conducted to develop a systematic Teacher Education Model for a more efficient and constructive operation of After-School Program. First of all, to examine the awareness of After-school Program teachers and students, the computer education subject with the highest participation was selected, and a survey of 97 After-school computer teachers and 89 students was conducted. The results were as follows: First, in theactual states in After-school computer education, subjects were operated unsystematically and subject bias was shown. Accordingly, a systematic curriculum and instruction design and teachers’ skills according to each stage were needed. Second, the results of analyzing of the actual conditions of the students who participated in After-school education confirmed that the learners’ understanding and participation level were more or less high, while they lacked application a little. The results of the above two surveys showed that for the question of whether or not trainings for the After-school teachers as a common request are needed, a number of respondents(88.2%) recognized them as necessary, and the response to the reason for the necessity of them showed difference between teachers and students. Next, for the design of subdivided courses for Teacher Education based on the above requests, the method of DACUM was used as follows: An interview was held by a subject material expert (SME) for job performance, subdivided duties and tasks through group meetings were drawn and each difficulty, importance, frequency of performing and education need was analyzed. Finally, after drawing KSA (knowledge, skills, attitude) based on task, in the form suitable for long distance workers due to the nature of After-school Program teachers, e-Learning After- school Teacher Education (e-ASTE) was suggested.

본 연구는1) 최근 학습자의 학습능력 향상에 광범위하게 사용되고 있는 학습기술 훈련 방법에 기반한 e-학습기술 프로그램을 개발하고, 그것을 초등학교 고학년 학생을 대상으로 적용하여 효과성을 검증하였다. 본 연구에서 개발한 e-학습기술 프로그램은 학생들이 공부하는데 필요한 여러 가지 정보, 환경, 시간계획, 기억하는 방법, 시험치기 요령 등 실제적인 학습자의 필요성 측면에 입각하여 학습자 요구를 중심으로 만들어졌다. 본 프로그램을 초등학교 고학년에게 적용한 결과, e-학습기술 훈련 프로그램은 학생의 학업성취 개선에 효과가 있는 것으로 밝혀졌으며, 추수 검사 결과 e-학습기술 훈련의 효과가 장기적으로 나타나고 있는 것으로 밝혀졌다. 따라서 향후 e-학습기술의 개념을 보다 구조적으로 정의하고 학습기술 훈련 프로그램의 내용을 보다 다양화한다면 학습 능력을 계발시키기 위한 유용한 도구가 될 수 있을 것이다.

This research developed e-study skill program based on study skill training method that is widely used for the improvement of study ability of learners and applied it to high-grade elementary school students to evaluate the efficiency. The developed e-study skill reflected the practical necessity of students such as various information for studying, environment, time schedule, the way of memorizing and the skill of taking an exam to meet the need of the learners. It applied this program to high-grade elementary school students and found that this e-study skill training program improved the learning achievement of the students. It also found that e-study skill training had long-term effect. It should more specifically define the concept of e-study skill and diversify the contents of study skill training program. Then it will be a useful tool to develop study ability.

This study was aimed at developing an online Korean course for graduate school students of UST(University of Science and Technology) and suggesting the direction for contents of an e-learning Korean course. This study was mainly focused on development of a distinguished educational course after making the best use of the characteristics of online education and also on distinctiveness as a Korean course for general education course in Korean universities. The result of the survey about demand of learners showed that the learners wanted to study Korean in daily situations, such as in school, office, for shopping or ordering food. They also needed a chance to check what they have learnt through different examples of listening and speaking as well as through online content tests. Based on the demand, the study designed the curriculum of two courses; Basic Korean 1 and Basic Korean 2 with 30 chapters each. This program contains daily Korean topics and different contents on academic Korean. Each chapter consists of ‘beginning’, ‘learning’, ‘evaluation’ and ’organization’. It provides sufficient incremental learning by situational category. The study expects to be applied for the development of a customized Korean e-learning course reflecting the learner’s demand.

e-러닝은 열린 교육체제를 통해 학습자에게 학습기회와 선택권을 넓혀 줌으로써 평생학습의 사회적 요구를 만족시킬 수 있는 다양한 전략 및 환경을 제공하고 있다. 이러한 e-러닝의 특성에 기반하여 최근 여러 평생교육 기관들이 다양한 e-러닝 기반 평생학습 프로그램들을 개발․운영하고 있으나 e-러닝 기반 평생학습 프로그램들이 학습 수요자의 요구를 충족시키지 못하고 있다고 비판이 제기되고 있다. 본 연구의 목적은 e-러닝 기반 평생학습 프로그램 참여 실태를 수강 현황, 프로그램 만족도, 참여 장애 요인 및 신규 프로그램 개발 요구 관점에서 조사하고 분석하여 체계적인 프로그램 모형 및 과정개발에 도움을 주고자 함이다. 연구결과 약 70%의 평생교육기관 수강생이 e-러닝의 참여경험이 있었고 주로 참여한 프로그램은 성인고등, 외국어, 정보화, 경력개발 영역으로 나타났으며 참여목적은 학력보완이나 학점 취득, 직무능력 향상 등을 위한 것으로 나타났다. e-러닝 기반 평생학습의 참여 장애요인으로는 적절한 정보제시 부재나 학습시간의 부족으로 나타났고 학교평생교육시설에서 제공되는 e-러닝 기반 학습프로그램들을 수강하고자 하였다.

E-learning expands the learning opportunities and selection chances of learning programs as well as meet the needs of societal demands toward the social integration and economical growth. Recently, various lifelong learning institutes and centers have been criticized for not managing programs that reflects the needs of adult learners. We, therefore, identified the current status of e-learning programs for lifelong learning, program satisfaction, drawbacks of participations, and new development of programs to help managers and instructional designers develop new e-learning based lifelong learning program. In the result, about 70% learners have had chances to participate in e-learning based lifelong learning programs to get academic degree and upgrade their core competencies of their job and tasks in the domains of adult higher education, foreign languages, informatization, and career development. They had also little chances to participate in the programs due to the lacks of appropriate information on e-learning based lifelong learning programs and participation time.

현대 정보화 사회에서는 기존의 지식을 활용하여 문제를 해결할 수 있는 능력을 요구하고 있다. 특히, 문제해결의 과정과 밀접한 관련이 있는 컴퓨터 알고리즘 학습에 있어서 학습자의 경험지식을 활용하고 재구성하여 문제를 해결할 수 있는 능력을 향상시키기 위한 교육이 절실히 필요하다. 이를 위해 본 연구에서는 선행조직자 모형을 이용하여 학습자들의 알고리즘에 대한 학습 동기와 학업성취도를 향상시킬 수 있는 새로운 알고리즘 학습 이러닝 프로그램을 개발하고 이를 초등 현장에 적용하여 그 효과성을 분석하였다. 분석 결과 선행조직자 모형을 적용한 알고리즘 학습 프로그램이 학습자의 알고리즘 관련 학업성취도와 학습동기에 긍정적인 영향을 주는 것으로 나타났다. 따라서 본 연구를 통하여 초등학생의 알고리즘 교수․학습의 질 향상 및 알고리즘 관련 교재 개발에 긍정적인 영향을 미칠 것이라 기대한다.

The purpose of this study is to verify the effects of the Advance Organizer Model (AOM) embedded in algorithm learning to elementary school students' learning motivation and learning achievement in computer education. For this goal, we developed a new e-learning program for teaching and learning that can improve the students' learning achievement and learning motivation based on the AOM. In addition, we applied the program to elementary school students and analyzed its effects. As a result, through the before-and-after t-verifications performed on the experimental group and the control group respectively, there existed statically significant differences between these two groups, and effectiveness was proved in leaner's academic achievement and learning motivation. According to these results, it has been proved that the e-learning program applied the AOM is helpful for students' comprehension, positive motivation on algorithm learning and improvement of learning achievement.

Background/Aims: Effective educational tools are important for increasing adherence to asthma guidelines and clinical improvement of asthma patients. We developed a computer-based interactive education program for asthma guideline named the Virtual Learning Center for Asthma Management (VLCAM). We evaluated the usefulness of program in terms of its effects on user awareness of asthma guideline and level of satisfaction. Methods: Physicians-in-training at tertiary hospitals in Korea were enrolled in a cross-sectional questionnaire survey. The e-learning program on asthma guideline was conducted over a 2-week period. We investigated changes in the awareness of asthma guideline using 35-item self-administered questionnaire aiming at assessing physicians’ knowledge, attitude, and practice. Satisfaction with the program was scored on 4-point Likert scales. Results: A total of 158 physicians-in-training at six tertiary hospitals completed the survey. Compared with baseline, the overall awareness obtained from the scores of knowledge, attitude, and practice was improved significantly. Participants were satisfied with the VLCAM program in the following aspects: helpfulness, convenience, motivation, effectiveness, physicians’ confidence, improvement of asthma management, and willingness to recommend. All items in user satisfaction questionnaires received high scores over 3 points. Moreover, the problem- based learning with a virtual patient received the highest user satisfaction among all parts of the program. Conclusions: Our computer-based e-learning program is useful for improving awareness of asthma management. It could improve adherence to asthma guidelines and enhance the quality of asthma care.

목적 이 연구에서는 실시간 비대면 교육훈련 참여자가 인식한 학습몰입, 주관적 학습성과, 전이효능감 및 전이의도 간의 관계를 구명하고자 하였다. 방법 연구목적의 달성을 위해서 국립법인대학 S대학의 대학행정직원 전문 교육훈련 기관인 A기관이 2020년도에 실시간 비대면교육훈련과정으로 개설 및 운영한 직무교육 15개 과정에 참여한 대학행정직원을 대상으로 설문조사를 실시하였고, 구조방정식 모형 및 팬텀변인을 활용한 매개효과 분석을 통해 응답 데이터를 분석하였다. 결과 첫째, 학습몰입, 주관적 학습성과, 전이효능감 및 전이의도 간 유의한 직접적 영향관계가 있는 것으로 확인되었다. 구체적으로살펴보면, 학습몰입은 주관적 학습성과 및 전이의도에 정적인 영향을 미치는 것으로 나타났고, 주관적 학습성과는 전이효능감에 정적인 영향을 미치는 것으로 나타났으며, 전이효능감은 전이의도에 정적인 영향을 미치는 것으로 나타났다. 둘째, 학습몰입은 주관적학습성과 및 전이효능감을 매개로 하여 전이의도에 간접적으로 영향을 미치는 것으로 확인되었다. 구체적으로 살펴보면, 학습몰입은 주관적 학습성과를 단일매개로 하여 전이의도에 정적인 영향을 미치는 것으로 나타났고, 주관적 학습성과 및 전이효능감을 순차적으로 이중매개로 하여 전이의도에 정적인 영향을 미치는 것으로 나타났다. 결론 이 연구는 재직자 교육훈련 장면에서 비교적 관심 외 영역에 있던 실시간 비대면 교육훈련에서의 학습몰입이 재직자 교육훈련에서 주요 성과로 여겨지는 전이의도 및 관련 변인에 미치는 영향관계를 구명하였고, 학습몰입이 전이의도에 미치는 영향관계의 메커니즘을 구명하였으며, 연구결과를 통해 실시간 비대면 형태로 운영되는 재직자 교육훈련 프로그램에 관한 실천 및 후속연구에 대한 제언을 제시하였다는 점에서 의의가 있다.

Objectives The purpose of this study was to identify the relationship between learning flow, subjective learning performance, self-efficacy to transfer, and transfer intention perceived by participants of synchronous e-learning program. Methods A survey was conducted on university employees who participated in 15 job training programs operated as synchronous e-learning in 2020 by academy A, a training institution for university employees at national university S. Response data were analyzed through structional equation model and mediating effect analysis using phantom variables. Results First, there were significant direct effects between learning flow, subjective learning performance, self-efficacy to transfer, and transfer intention. Specifically, learning flow had a significant direct effect on subjective learning performance and transfer intention, subjective learning performance had a significant direct effect on self-efficacy to transfer, and self-efficacy to transfer had a significant direct effect on transfer intention. Second, learning flow had significant indirect effects on transfer intention. Specifically, subjective learning performance had a significant single-mediating effect on the relationship between learning flow and transfer intention, self-efficacy to transfer had a significant single-mediating effect on the relationship between learning flow and transfer intention, and subjective learning performance and self-efficacy to transfer had a significant double-mediating effect on the relationship between learning flow and transfer intention. Conclusions This study investigated the effect of learning flow in synchronous e-learning, which have been relatively uninterested in the field of the incumbent training, on transfer intention and related variables, which are considered to be major achievements in incumbent training and the mechanism by which learning flow affects transfer intention. This study is meaningful in that it presented suggestions for practice and follow-up research on incumbent training programs operated in synchronous e-learning.

이 연구는 금융협동조합 학습자의 이러닝 효과성을 제고하기 위하여 맞춤형 학습을 제안 하였다. 연구목적을 달성하기 위하여 시각적, 언어적 학습스타일 특성이 반영된 맞춤형 이러닝프로그램을 개발하고 이를 441명의 금융협동조합 종사자에게 적용, 맞춤형 학습의 효과성을 검증 하였다. 자료 분석은 실험집단과 비교집단의 수료율, 학습참여도, 학습만족도에 차이가 나타나는지 분석하기 위하여 교차분석 및 독립표본 t검정을 실시하였으며, 사전평가점수를 배제한 실험집단과 비교집단의 학업성취도 차이를 분석하기 위하여 공분산 분석(ANCOVA)을 실시하였다. 이상의 연구방법에 따른 연구결과는 다음과 같다. 첫째, 학습스타일 진단을 통한 맞춤형 학습 적용 유무에 따른 수료율 차이 검증결과, 유의한 차이가 없는 것으로 나타났다. 둘째, 학습스타일 진단을 통한 맞춤형 학습 적용 유무에 따른 학습참여도 차이 검증결과, 로그인 횟수와 누적 학습시간 모두에서 유의한 차이가 없는 것으로 나타났다. 셋째, 학습스타일 진단을 통한 맞춤형 학습 적용 유무에 따른 학습만족도 차이 검증결과, 유의한 차이가 있는 것으로 나타났다. 넷째, 학습스타일 진단을 통한 맞춤형 학습 적용 유무에 따른 학업성취도 차이 검증결과, 유의한 차이가 있는 것으로 나타났다.

This paper proposes a customized learning for community credit cooperatives learners in order to enhance the effectiveness of e-learning. The purpose of this study is to develop the customized e-learning program reflecting the characteristics of visual?verbal learning style and to investigate the effectiveness of the personalized learning applying it to enterprise workers. Data analysis was to analyze the difference between the experimental group and the control group by comparing the degree of learning completion, learning participation, learning satisfaction using crosstab and t-test. In addition, analysis of covariance (ANCOVA) was performed to compare learning results between the experimental group and the control group with excluding the pre-assessment score. Findings according to the above were as follows. First, there are no statistically significant differences in the degree of learning completion between two groups with applying customized learning based on learning styles diagnosis. Second, there are no statistically significant differences in the degree of learning participation as to both of the number of log-ins and cumulative learning time between two groups with applying customized learning based on learning styles diagnosis. Third, there are statistically significant differences in the degree of learning satisfaction between two groups with applying customized learning based on learning styles diagnosis. Fourth, there are statistically significant differences in the degree of learning results between two groups with applying customized learning based on learning styles diagnosis.

본 연구에서는 장애학생 고등교육 환경에서 수학 영역을 중심으로 e-러닝 프로그램을 개발하고 사용성 평가를 실시하여, e-러닝 프로그램 개발의 실제적인 고려사항과 장애학생 평가를 통한 개발 전략의 개선점이 무엇인지를 탐색하고자 하였다. 이에 문헌연구를 통해 장애학생 대상의 e-러닝 설계 전략을 도출하고 수학 미적분학 내용에서 필요한 자료제시 전략을 실제로 구현하여 e-러닝 강좌를 개발하였다. 개발된 프로그램에 대해서는 5명의 장애학생들이 프로그램 구성과 인터페이스 등에 대해 사용성 평가를 실시하였다. 연구 결과, 수식을 디지털화하여 제시하는 특수 언어의 사용, 수식과 그래프의 대체텍스트 제공, 다양한 확대 및 설정 변경 기능, 동기화된 자막 제공, 중요 정보의 시각적 강조와 조작이 용이한 메뉴 크기 등이 실제적 고려사항으로 나타났다. 장애학생의 사용성 평가 결과, 수식과 그래프의 간결한 제시, 다양한 학습자 조절 기능 제공, 음성정보와 자막의 원활한 연동, 대체텍스트 제공의 보완, 단순한 화면 구성 등이 개선점으로 제시되었다.

The purpose of the study is to develop and evaluate an e-learning program for college students with disabilities in the math area. An e-learning module of teaching calculus was developed according to design strategies for students with disabilities. Then, five college students with disabilities (vision, hearing, and mobility disability) evaluated the usability of the e- learning program. The e-learning contents were consisted of learning materials in a variety of formulation, graph, and media to support students with disabilities. The results of the study showed that the practical strategies of e-learning development are digitalizing formulas using MathML, providing alternative text, controling various functions, synchronized captions, and usable interfaces. Additionally, through the results of usability testing a number of solutions to improve the e-learning program were suggested as follows: concisely representing of formulation and graph, multiple controls of size and pace, smooth linkage between voice and captions, alt-text descriptions of most image files, and simple user interface design.

Purpose: The purpose of this study was to develop an e-Learning program about medication for nurses to enhance nurses' medication performance ability and to analyze learners' responses after studying with this program. Method: For the development of the e-Learning program, the NBISD(Network Based Instructional Systems Design) model, suggested by Jung(I999) was applied as a basic model and the instruction design theory of Gagne & Briggs(1979) and ARCS theory of Keller(I983) were applied. After the operation of this program for one month to 34 new nurses, learners' responses were analyzed. Result: Learners' knowledge of medication was greatly improved after this program. In addition learners' satisfaction with the overall education program, help in field applicability, ease of screen shift and exploration, and tutor activities were high and the contents were regarded suitable for e-Learning. Many things were advantageous such as easy accessibility, easy understandability with pictures and flash animation, practical cases and feedback from a tutor. Provision of a supplementary handout and improvement of a tight time schedule were pointed out as things to be improved. Conclusion: This e-Learning program can be used effectively for medication education for registered nurses, student nurses, and new nurses.

Purpose: It has been attempted to support mother of premature infants by providing information of premature infant care using e-Learning because premature infants need continuous care from birth to after discharge. Method: The e-Learning Program for mother of premature was developed with Xpert, Namo web editor, Adobe Photoshop, and PowerPoint and applied for 4 weeks from 4 to 30 September 2006. Result: 1) We found that the contents of information which premature infants' need when being in the hospital and after discharge were the definition of a premature infant, orientation of NICU, care of premature infants, care of premature infants' common diseases, the connection of healthcare resources, exchange of information, and the management of rearing stress. 2) The program content consisted of cause of premature birth, comparison to full-term baby, physiology character, orientation of NICU, common health problems, follow up care, infection control, feeding, normal development physically and mentally, weaning method, and vaccination. Conclusion: Considering the results, this program for mother of premature is a useful means to provide premature-care information to mothers. This information can be readily accessible and can be varied and complex enough to be able to help mothers to the information and assistance they require.