Earticle

In this paper, we propose u-Learning management systems which are designed and implemented based on learning activities oriented components. The proposed systems are composed of components which can process the functionalities for coming into actions of learning activities. Specially, each component is broken into class units by which learning activities of users can be performed on various devices. When users by to connect the proposed learning management system, the system explores devices of users and the corresponding connection program, and then selects components that are fitted to the activities and combines them in a real-time. Our system provides u-Learning environment so that users can use the learning activity services taking no influence on time, place, various devices and programs. That is different from traditional e-Learning system which cannot support various devices of users directly.

Based on the software quality evaluation framework, this study examines determinants affecting user satisfaction of a learning management system, which is a versatile web-based educational tool. In particular, we explore five quality attributes (capability, usability, performance, reliability, and documentation) of a learning management system in both the PC context and the smartphone context. A data from a survey with 213 students was analyzed by an ordered logit regression. The findings show that in the PC context, capability, usability, and reliability significantly affect user satisfaction, and usability has the greatest influence; in the smartphone setting, performance as well as the three dimensions has significant influence on user satisfaction, and usability and reliability have strong influence. Documentation has no significant impact on user satisfaction of learning management systems in both contexts.

최근에는 ICT기술을 학습에 도입한 학습관리시스템이 학생들의 자기주도 학습능력을 향상시키는데 도움을 주 고 있다. 학습관리시스템을 활용한 자기주도 학습은 학습자원의 효율적인 활용과 의사소통 확산의 장점을 중심 으로 학습자의 학습참여를 촉진시키고 흥미를 유발시켜준다. 본 연구에서는 학습관리시스템을 활용한 자기주도 학습이 초등학생의 학습동기와 학업성취취도에 미치는 영향에 대해 알아보았다. 학습자들은 제안한 학습관리시 스템의 알고리즘을 통해 자신의 수준에 맞는 문제를 학습하므로 효과적인 학업 성취를 달성할 수 있을 것이다. 연구를 위하여 S초등학교 21명에 대한 제안한 학습관리시스템을 활용한 수업을 8주 동안 매주 2차시씩 총 16차 시를 진행하였다. 연구결과로 실험에 참여한 학습자의 학습지향성과 흥미 영역에 유의미한 향상을 보였다.

Recently, a learning management system incorporating ICT technology into learning has helped students improve self-directed learning skills. Self-directed learning using LMS promotes and stimulates learners' participation in learning, focusing on the advantages of efficient use of learning resources and the spread of communication. In this study, we study the impact of self-directed learning using the learning management system on elementary school students' motivation and academic performance. We expect learners will be able to achieve effective academic achievement by learning problems that fit their level through the algorithms of the proposed learning management system. For this study, a total of 16 classes were conducted for eight weeks using the proposed learning management system for 21 elementary school students. Research has shown significant improvement in the learning orientation and interest areas of the learners who participated in the experiment.

Due to the effects of the COVID-19 pandemic, online education from universities has shown significant growth in Korea. In this manner, educational innovation needs to be rapidly promoted to cope with the challenges of the Fourth Industrial Revolution. In response to these changes and demands, there is a need for improvement in the learning management system of domestic universities. This study aimed to improve and develop a learning management system that supports the online education of domestic universities. To this end, the study suggested the development directions of the learning management system needed for team-based learning lectures. The major research findings are as follows. In comparison with general lectures, team-based learning lectures exhibited further increase in pre-class learning, team activities and learners’ participation activities. However, it was found that the learning management system currently used in domestic universities was inadequate for team-based learning lectures. Therefore, in this study, plans to improve the learning management system were presented to support the learning activities of team-based learning lectures. The details of the improvement plan were comprised of seven items, including the ‘sharing of learning materials’, ‘quizzes made by other students’, and ‘deep learning’. In order to apply the learning management system presented in this study to domestic universities, follow-up research should be undertaken to develop prototypes, apply these to lectures, and make the subsequent improvements. If the proposed learning management system is introduced to domestic universities, it can contribute to facilitating online education in Korea.

본 연구는 대학의 학습관리시스템 경험을 통해 교육의 질과 학습자의 시스템 만족도 향상을 위해 학습자 를 대상으로 개선사항을 도출하는 데 그 목적이 있다. 이에 K대학교 학생 156명을 대상으로 설문을 진행하였으며, 그 중 27명을 대상으로 포커스그룹(FGI)를 진행하였다. 수집된 자료는 IPA 분석기법과 주제분석 기법을 활용한 혼합연구 기법을 활용하였다. IPA 분석 결과, 토론방과 투표 기능이 집중관리 영역으로 분류되어 즉각적인 개선이 필요한 것으로 나타났다. 주제분석 결과, 학습자 경험은 '기술적 불안정성, 기기 및 환경 호환성 부족, 사용자 인 터페이스 혼란, 학습 관리 기능 미흡, 소통 및 학습 공동체 지원' 5개의 주제로 범주화되었다. 이 연구는 고등교육 환경에서의 학습관리시스템을 사용함에 있어 학습자가 경험하는 주요 불편 요인은 무엇이며, 학습경험의 질을 향 상하기 위해 요구되는 핵심 개선 사항을 도출함으로써 학습자 지원 방안을 마련했다는 데 그 의의가 있다.

This study aims to identify key improvement areas for the university Learning Management System (LMS) to enhance educational quality and learner satisfaction by using a mixed-methods approach. A survey was conducted with 156 students at K University, followed by Focus Group Interviews (FGI) with 27 participants. The data were analyzed using Importance-Performance Analysis (IPA) and Thematic Analysis. The IPA results indicated that 'Discussion Forum' and 'Poll' functions fell into the 'Urgent Action' quadrant, requiring immediate improvement. Furthermore, the qualitative analysis revealed five major themes of learner experience: 1) technical instability, 2) lack of device compatibility, 3) user interface confusion, 4) insufficient learning management functions, and 5) support for communication and learning community. This study is significant as it provides empirical data for optimizing LMS functions and environments centered on learner needs.

본 논문은 학습관리시스템(LMS), 학습콘텐츠관리시스템(LCMS), 학습지원도구를 포함한 기업 e-Learning 시스템과 운영을 연계한 통합적 형태의 가이드라인을 제시하고 있다. 본 연구의 목적은 국내 e-Learning 시스템 현황 및 특성을 실태조사를 통해 파악하고, 관련된 국내 e-Learning 시스템의 다양한 질 관리 방법과 운영자, 교.강사, 학습자에게 적합한 실행 전략을 제시하고자 한다. 이를 통해 e-Learning을 새롭게 도입하거나 업그레이드 하고자 하는 교육훈련기관에게 e-Learning 시스템을 구축하고 운영체계를 수립하는데 도움을 줄 수 있을 것이다.

In this paper, we propose integrated guidelines of effective e-Learning management system based on LMS(Learning Management System), LCMS(Learning Contents Management System), Authoring Tools by linking e-Learning system to management. The purpose of the study is to describe the present condition and major characteristics of domestic e-Learning System and to recommend quality assurance related to main functions and practical use of the corporate e-learning in multiple ways and implementation strategies to fit facilitator, tutor, learner.

영국은 2004년 국가재난관리법(Civil Contingencies Act 2004)을 통하여 “Emergency”라는 결과중심의 단일 재난개념을 확립하고 있으며, 이를 통하여 유형과 관계없이 다양한 위험에 대비/대응할 수 있는 시스템을 구축하고 있다. 역사적으로 볼 때는, 평시 재난관리체계와 민방위 체계가 서로 합쳐져 오늘날의 통합형 재난관리체계(Integrated Emergency Management)로 이어진 것이다. 영국의 재난관리체계는 지역단위에서의 대비 및 대응을 원칙으로 하고 있으며, 이를 위하여 각 대응기관 간의 상호협력과 정보공유를 강조하고 있다. 또한 지역사회 및 영국 전체에서 재난위험성을 진단하고 평가하는 제도, 즉 지역사회 위험목록(Community Risk Register) 및 국가위험목록(National Risk Register) 제도가 잘 구축되어 있으며, 그 평가결과 역시 국민들에게 공개되어 있다. 본 연구에서는 이러한 재난위험성 평가 제도를 비롯하여 영국 재난관리체계의 전체 특징 및 특히 최근 변화를 종합적으로 살펴보고, 이를 바탕으로 우리나라의 재난관리체계가 나갈 방향에 대한 정책적 함의를 도출하고자 하였다. 본 연구에서는 ① (영국에서 기이 이루어진) 완전 통합형 재난관리체계의 도입 그리고 이에 따른 민방위 조직의 발전적 해체 및 단일 재난개념의 사용, ② 경찰을 비롯한 각 긴급대응기관 간 상호운용성(Inter-operability) 확보를 위한 법제도 개선, ③ (영국의 지역사회 위험목록 및 국가위험목록과 같은) 지역 및 국가단위의 재난위험성을 평가할 수 있는 제도의 도입이라는 세 가지 정책적 함의를 제시해보았다.

The Civil Contingencies Act 2004 in the United Kingdom provides a comprehensive definition of “Emergency”, calling upon the Uk’s emergency management to deal with any disaster risk regardless of cause or source. Old contingency plans for civil defense and peacetime emergencies have been integrated into current integrated emergency management. In the UK, emergencies are managed by emergency services and other responders at the local level without direct involvement of central government. On top of this, a classified assessment of the risks of civil emergencies is also conducted on a regular basis, not only at the local level but also at the national level. This research looks into the Uk’s emergency management system, including recent changes, and its risk assessment systems. Finally, the research draws policy implications for the development of Korea’s disaster management mechanism as follows: 1) Korea should adopt an integrated emergency management system and combine civil defense with peacetime emergency planning, 2) it should create inter-operability between emergency responding organizations such as police, fire and ambulance, and finally 3) it must develop risk evaluating tools, such as a Community Risk Register and National Risk Register, both at the local and the national level. Last but not least, the UK emergency management system cannot be directly lifted from the UK and applied to risks and hazards faced by South Korea. Therefore, cross-cultural synthesis of many national approaches to emergency management is further required particularly for customizing policy to the particular needs of Korea.

The emerging importance of Second Language (L2) Digital Literacy within English as a Foreign Language (EFL) in Korea is becoming apparent. This is likely to evolve to where L2 Digital Literacy becomes regarded as the most critical component of overall L2 English Literacy. Computer-based Internet-hosted Learning Management Systems (LMS) are rapidly being adopted worldwide for distance education, and are also being applied to blended (hybrid) education. LMS such as the popular open-source Moodle have a special potential in EFL Education: by setting the LMS to force English to be used exclusively throughout a course website, the meta-language can be made the target L2 language. Students develop the ability to use English to navigate the Internet, access and contribute to online resources, and engage in computer-mediated communication. Through such necessary and pragmatic engagement with English, students significantly develop their L2 Digital Literacy.

As Information and Communication Technologies (ICT) are developing frequently, new learning approaches have been introduced to facilitate teaching and learning processes. Mobile devices are growing in popularity and there has been an increasing interest in their potential as innovative tools for learning. Mobile learning or shortly (M-learning) is a new learning approach intending to use mobile devices such as laptops, smart phones and personal digital assistant (PDA) in learning process in any place and at any time. M-learning application needs to be designed in a way that considers the special features and constraints of mobile devices such as screen size, available storage, processor speed and battery life. This paper explores the existing design approaches for M-learning and highlights their main limitations. As a step forward in this direction, this paper also proposes a new design approach for M-learning applications focusing mainly on three main aspects: learner, learning content and technology. The approach consists of three phases: starting dimensions (SD) phase, M-learning Development (MLD) phase and Learning Content Design (LCD) phase. Finally, this paper provides a case study scenario to demonstrate the feasibility of the proposed approach.

Recent shifts toward digitally mediated learning have made Learning Management Systems (LMSs) essential, yet many platforms still function mainly as one-way channels for distributing content. This limitation restricts timely exchanges between instructors and learners, which in turn reduces engagement and weakens students’ sense of progress. To respond to these issues, the present study proposes a redesign of the LMS architecture grounded in three key principles of Human–Computer Interaction (HCL): Feedback, Affordance, and Adaptivity. The proposed framework was examined through a Delphi-based expert review to assess both its technical feasibility and its capacity to support more interaction-oriented system behaviors. Findings indicate that embedding HCL principles into the LMS structure substantially strengthens real-time feedback mechanisms and contributes to more interactive learning experiences.

알약 구매 후 조제약 봉투나 포장지를 잃어버린 경우 약의 효능을 알기 어렵고 많은 사람들이 시중에서 판매하는 약을 구매하여 복용한 후 보관 시 용도를 구분해서 보관하지 않는 경우가 많다. 또한 알약 부작용에 대한 정보의 접근성 이 낮아 약을 오남용하는 상황이 발생하기도 한다. 기존의 알약 정보를 검색하여 정보를 알려 주는 대부분의 서비스 및 어플리케이션들은 사용자가 알약의 상세정보를 직접 입력하거나 선택해야 하는 번거로움이 존재한다. 본 논문에서는 이러한 불편한 상황들은 개선하고 보다 나은 서비스를 제공하기 위해 약학정보원에서 제공하는 알약 22,000종의 사진에 대해 제형과 색상을 학습시킨 딥러닝 모델을 구축하였다. 구축된 정보를 활용하여 촬영된 사진으로 알약을 검색하고 알 약 정보를 알려주며 사용자의 약 복용을 관리해주는 기능을 갖는 시스템을 개발하였다.

It is difficult to know the efficacy of pills if the pill bag or wrapper is lost after purchasing the pill. Many people do not classify the use of commercial pills when storing them after purchasing and taking them, so the inaccessibility of information on the side effects of pills leads to misuse of pills. Even with existing applications that search and provide information about pills, users have to select the details of the pills themselves. In this paper, we develope a pill recognition application by building a model that learns the formulation and colour of 22,000 photos of pills provided by a Pharmaceutical Information Institution to solve the above situation. We also develope a pill medication management function.

The purpose of this study is to examine the feelings and perceptions of English teachers at Korean universities towards using an LMS to teach English classes during the global COVID-19 pandemic of 2020. Data were collected from 22 teachers working at 9 different universities in the greater Seoul area. A survey questionnaire consisting of a combination of multiple choice, Likert scale and opened ended questions was used as the primary data collection method. In addition, if consent was given, survey participants were contacted via e-mail or Zoom to discuss responses in greater detail. Data analysis was done using general qualitative analysis and discussed using descriptive statistics. The findings of the study show despite the confusion caused by the pandemic, English teachers at Korean universities were able to adapt quickly to using an LMS as their main teaching interface and were generally satisfied with the LMS they used. In addition, any training received on how to operate the LMS was found to be helpful although more training in specific areas appears to be desired. Specific functions provided by LMSs for language teaching were also deemed to be important. Administrational and educational implications of these findings as well as limitations are also discussed.

Public organizations surrounding uncertain and dynamic environments need to advance the ability of organizational learning for improving organizational performance and responsibility. Using Organizational Learning and Performance Management Survey of Florida municipal governments, this study attempts to provide a better empirical understanding of the determinants of organizational learning in the public sector. Based on previous researches, we drew a conceptual framework includes structural and cultural factors, and incorporated new factors, network characteristics and performance management systems. The results highlighted that internal network and strategic planning positively influenced organizational learning. Also, we reconfirmed the widely held belief that decentralization and utilization of IT from structural perspectives and risk-taking culture from cultural perspectives had a substantially positive impact on organizational learning.

This study compares the functions of the Learning Management Systems (LMS) in three widely used Edu-Tech platforms, that support students' individualized learning by using the learning characteristics of the students. The rapid advances in artificial intelligence (AI) are broadening their impacts in the education industry, and play a broad role in supporting student learning. In many countries, online classes have become a norm due to the COVID-19 crisis, and the demand for Edu-Tech in classes has increased rapidly. As a result, many countries, including South Korea, are now preparing and implementing various policy measures to adopt Edu-Tech in the class setting. Therefore, in this study, we analyze and compare the structures and characteristics of the three widely used Edu-Tech platforms that support individualized mathematics learning. In particular, we compare the LMSs of the three platforms by considering the elements such as learning design, learning management, learner analysis, learning result analysis, and student management functions. The results of this study give implications in the future directions to take on how to build Edu-Tech platform models that promote students' individualized mathematics learning in public education.

본 연구는 국내 시ㆍ도교육청에서 운영되고 있는 사이버가정학습체제 학습관리시스템의 상호작용 지원 기능, 상호작용 유형 지원 기능, 그리고 상호작용 영역 지원 기능을 분석하고자 하였다. 이를 위하여 16개 시ㆍ도교육청 사이버가정학습체제의 학습관리시스템이 분석되었다. 학습관리시스템의 분석은 상호작용 지원 기능, 상호작용 유형별 지원기능, 그리고 상호작용 영역별 지원 기능에 따라 분석되었다. 상호작용 지원기능 분석결과, 부산, 광주 그리고 경북이 각각 13개의 상호작용 지원 기능을 제공하고 있었다. 또한 ‘하이퍼링크’, ‘게시판’, ‘자료실’, ‘쪽지․채팅’ 기능은 16개 시․도가 모두 제공하고 있었다. 상호작용 유형 지원 기능에서는 전체적으로 ‘학습자와 운영자 및 시스템’과의 상호작용 지원 기능이 가장 많았으며, ‘학습자와 학습자’ 간 상호작용 지원 기능이 가장 적었다. 학습자와 학습자 간 상호작용 지원 기능은 ‘부산’이 가장 많았으며, ‘학습자와 교수자’ 간 상호작용 지원 기능은 ‘경남’이, ‘학습자와 운영자 및 시스템’과의 상호작용 지원 기능은 ‘전북’, ‘경남’, ‘제주’가 가장 많이 제공하였다. 학습관리시스템의 상호작용 영역 지원 기능은 주로 사회적 교류와 지식 베이스 영역을 지원하기 위한 기능이 많았다. 그러나, 협력학습이나 평가 및 보상 영역을 지원하기 위한 기능은 매우 적었다.

This study was to analyze functions for supporting interactions, for supporting interaction types, and for supporting interaction domains in learning management systems(LMS) for cyber home learning system. To achieve the purpose, 16 LMSs from educational district office of each province or metropolitan city have been analyzed. For the supporting interactions, LMSs from Busan, Gwanju, and Gyungbook have provided 13 functions. Every province or metropolitan city has provided functions such as hyperlink, bulletin board, PDS, and SMS or chatting. For the functions to support interaction types, functions for interaction between learner and system manager or systems itself were the most and functions for interaction among learners were the least. Busan was the most for the interaction among learners, Gyungnam was the most for the interaction between learner and teacher, and Jeonbook, Gyungnam, and Jeju were the most for the interaction between learner and system manager. For the functions to support interaction domains, there were the most for functions to support social transaction and knowledge base, but there were the least for functions to support collaborative learning, evaluation and reward. These results imply that functions to support interactions in LMS should be derived from research, that LMS should provide more functions to support interaction among learners, and that LMS should provide more functions to support interactions for collaborative learning, planning & reflection, and evaluation & reward.

본 연구는 평가 패러다임의 변화로 대두되고 있는 과정 중심 평가의 내실화를 위해 교육현장의 학습관리시스템(LMS) 활용에 대한 지원 방향을 탐색하고자 하였다. 이를 위해 과정 중심 평가에서 학습관리시스템을 적극 활용하고 경험한학교의 사례를 발굴하여 면담 조사를 진행하였다. 연구참여자는 P고등학교 교사 6명이었으며 면담은 1차 서면 조사와2차 대면 인터뷰를 통해 진행하였다. 면담 내용을 전사한 후 연구자들의 반복적인 분석과 협의를 통해 중심축을설정하고 범주화하여 연구 결과를 도출하였다. 연구 결과 첫째, 과정 중심 평가는 학습 과정에서 학생의 모니터링과피드백을 적시에 주는 것이 중요하며 이때 학습관리시스템에서의 학습 과정 공유 기능이 중요하게 작용함을 확인했다. 둘째, 과정 중심 평가는 학생의 학습 과정을 누적하고 기록하여 개별 학생의 학습 발달과 성장에 대한 서사를 확인하는것이 중요하다는 점을 확인할 수 있었으며, 이를 위해 학습관리시스템의 데이터 저장 기능을 평가 맥락에 반영하고있음을 확인했다. 셋째, 학습 과정에서 교수자-학습자 간 혹은 교사-교사 간의 개별 학생 중심의 학습 과정은 학습관리시스템에서 공유되면서 상호주관성을 확보한 평가의 타당성을 갖추고 있었다. 이를 바탕으로 과정 중심 평가에서 중요한요소를 확인하였으며 과정 중심 평가를 위한 학습관리시스템의 역할과 기능에 대해 제언하였다. 본 연구는 교육현장에서학습관리시스템의 역할과 기능을 탐색해 봄으로써 과정 중심 평가 운영을 위한 유용성과 효율성을 제고하는 실질적인시사점이 있다.

This study explored how a Learning Management System(LMS) can be leveraged to enhance process-oriented assessment, a concept that represents a significant shift in educational evaluation paradigms. Schools actively implementing LMS for process-oriented assessment were initially identified, and six teachers from P High School subsequently, participated in the study. Data collection included initial written responses followed by face-to-face interviews with the participants. The researchers analyzed the interview transcripts through iterative analysis and discussions to identify central themes and categorize the findings. The key results were as follows: First, process-oriented assessment emphasizes the importance of timely monitoring and feedback to students during learning, highlighting the value of real-time writing and sharing functionalities within the LMS. it highlights the need to accumulate and document students' learning processes to trace individual narratives of development and growth. The study confirmed that data storage features of LMSs are integrated into the assessment context for this purpose. Third, the sharing of individual student-centered learning processes between instructors and learners, or among teachers, within the LMS promoted intersubjectivity, thereby enhancing the validity of the assessment. Based on these findings, the study identified crucial elements in process-oriented assessment and proposed recommendations regarding the roles and functions of LMS for its effective implementation. These insights offer practical implications for enhancing the utility and efficiency of LMS-supported assessment in educational settings.

본 연구의 목적은 교육 분야에 새로운 테크놀로지를 도입하고 확산하는데 있어서 어떠한 요인이 중요하게 작용하는지를 실증적으로 규명하는 것이다. 이를 위해 Rogers의 혁신의 확산이론 중에서 혁신의 속성을 기반으로 어떠한 속성이 혁신의 채택을 설명해 주는지 확인하기 위한 도구를 개발하였다. 국내 A 사이버대학의 모바일LMS 사용자들을 대상으로 설문조사를 시행하고 혁신의 사용에 대한 채택이 어떠한 요인에 의해 이루어지는지 분석하였다. 분석 결과 모바일 LMS 확산의 통합적 요인구조가 Rogers의 모형이 제시하는 바와 같이 관찰가능성, 복잡성, 적합성, 시도가능성, 상대적 이익으로 확인되었으며, 연구를 통해 심리적 저항이라는 추가적인 요소가 제시되었다. 이를 통해 기존의 이론적 토대 및 질적연구 등을 통해서 제안된 바 있는 혁신의 속성을 수용하는 종합적 요인 구조를 확인하였으며, 본 연구는 혁신의 확산 이론을 실증적으로 규명하였다는데 의의가 있다.

The purpose of the study was to investigate critical factors affecting learners' adoption of mobile learning management system and diffusion of the innovation in organizational level. To identify the attributes of innovation, the measurement tool was developed based on Rogers's theory of diffusion of innovation. The participants were 1,608 students in A cyber university in Korea. An extensive survey was conducted in Spring 2013. Through exploratory factor analysis, the researchers identified integrated factor’s structure, including observabilitiy, complexity, compatibility, trialability and relative advantage, as Rogers suggested. Additionally, psychological resistance was identified as an emerging factor as a result of this study. The significance of this study was to identify diffusion theory of innovation empirically.

고정된 컴퓨터에서 학습하는 e-learning에서 탈피하여 이동 중에도 학습이 가능한 u-learning이 필요하여 u-learning의 한부분인 스마트러닝은 급변하는 정보화시대의 교육경향이 매우 빠르게 변화하고 있는 상황을 그대로 반영해주는 결과물이라고 할 수 있다. 스마트 러닝이 학습향상에 얼마나 영향을 미치는가를 분석하고 스마트 러닝 기능을 최대한 활용하여 최대의 학습 효과를 얻을 수 있는 방법을 제시하며 스마트기기를 이용해 실제 학습하는 사례를 적용한 동영상 강의 애플리케이션의 효율적인 관리 시스템을 분석 설계한다. 각종 콘텐츠를 비롯하여 동영상강의 어플리케이션을 통한 여러 학습수단을 배경으로 전체적인 면에서 학습 환경을 살펴봄으로써 학습효과에 보다 나은 방안을 제시하고자 한다.

고정된 컴퓨터에서 학습하는 e-learning에서 탈피하여 이동 중에도 학습이 가능한 u-learning이 필요하여 u-learning의 한부분인 스마트러닝은 급변하는 정보화시대의 교육경향이 매우 빠르게 변화하고 있는 상황을 그대로 반영해주는 결과물이라고 할 수 있다. 스마트 러닝이 학습향상에 얼마나 영향을 미치는가를 분석하고 스마트 러닝 기능을 최대한 활용하여 최대의 학습 효과를 얻을 수 있는 방법을 제시하며 스마트기기를 이용해 실제 학습하는 사례를 적용한 동영상 강의 애플리케이션의 효율적인 관리 시스템을 분석 설계한다. 각종 콘텐츠를 비롯하여 동영상강의 어플리케이션을 통한 여러 학습수단을 배경으로 전체적인 면에서 학습 환경을 살펴봄으로써 학습효과에 보다 나은 방안을 제시하고자 한다.

블록체인 기술을 통한 정확하고 투명한 데이터관리의 장점을 학습 시스템에 적용하는 사례가 증가하고 있으며 이에 따라 학습자 만족도와 참여율을 높이기 위한 학습데이터의 효율적 관리가 필요하다. 원격학습에서 학습 연계성과 만족도는 학습자의 학습참여율과 학습에서의 만족도에 변할 수 있음을 감안하여 당 변수에서 기인하는 하이퍼파라미터를 조정하여 학습자의 학습패턴과 학습연속성을 높이기 위한 노력을 하였다. 본 논문에서 제안하는 알고리즘을 적용하여 학습자 만족도를 조사한 결과, 적용 전 대비 10% 이상 학습 만족도 및 학습연계 의향률이 높아짐을 확인할 수 있다.