Earticle

The exact knowledge of herbal drugs is very important in the Korean traditional medicine because rate of herbal drug treatment reaches about 50%. Thus systematic learning and the various training courses in education on herbal drugs are essential element for the correct treatment. But learning and practice hours are not enough in the current education. In this paper, we proposed a design for information system which focused on herbal drug processing that can reinforce the current curriculum. First we have defined the direction of the information system through a trend analysis on the e-PBL(electronic problem based learning) system. In the next step, we constructed a database for the self study and virtual simulation with refer to various books on herbal drug processing. Some problem scenarios were illustrated using this database. Finally, we derived some functions which needed for e-Learning system design. This paper has limitations has limitations because further studies on user satisfaction and applicability in field are needed. Nevertheless, the design for virtual learning system of herbal drug processing is expected to assist clinicians in the future.

협동 학습은 학습자들을 소그룹으로 나누어 상호 협력하여 학습하게 함으로써 학습자의 학업 성취감을 향상시키는 것을 그 목적으로 한다. 그러므로 효과적인 소그룹 생성을 위한 몇몇 기존 연구들이 존재하며, 대부분 연구에서는 교과목, 교수자, 그리고 학습자의 정보로부터 변인 요소들을 추출하고 이를 기반으로 소그룹을 생성한다. 그러나 아직까지 많은 연구들은 특정 교과목에 의존적인 그룹 생성 방법을 제안하고 있을 뿐 다양한 교과목을 대상으로 그룹을 생성하기위한 방법을 제안한 연구는 많지 않다. 더욱이 그룹 생성을 위해 자동화된 시스템을 제안한 연구는 찾아보기 힘들다. 본 논문에서는 다양한 교과목 상황에 따라 그에 맞는 소그룹을 자동으로 생성하는 시스템을 제안한다. 제안된 시스템은 교과목의 기본 정보만을 입력받아 자동으로 그룹을 생성하거나 사용자가 필요하다고 판단되면 추가로 변인 요소를 입력받아 자동으로 소그룹을 생성한다. 본 논문에서는 다양한 변인 요소를 반영하기 위하여 규칙(Rule)을 정의하고 규칙을 기반으로 소그룹을 생성하는 방법을 제안한다. 또한 본 논문은 제안한 그룹 생성 시스템의 사용성을 평가하여 다양한 교과목이 존재하는 대학교육을 대상으로 실제 응용에서 활용 가능함을 보인다.

Group-based learning is known to be an effective means to improve scholastic achievement in online learning. Therefore, there are some previous researches for the group-based learning. A lot of previous researches define factors for grouping from the characteristics of classes, teacher’s decision and students’ preferences and then generate a group based on the defined factors. However, many algorithms proposed by previous researches depend on a specific class and is not a general approach since there exist several differences in terms of the need of courses, learners, and teachers. Moreover it is hard to find a automatic system for group generation. This paper proposes a grouping system which automatically generate a learner group according to characteristics of various classes. the proposed system automatically generates a learner group by using basic information for a class or additional factors inputted from a user. The proposed system defines a set of rules for learner grouping which enables automatic selection of a learner grouping algorithm tailored to the characteristics of a given class. This rule based approach allows the proposed system to accommodate various learner grouping algorithms for a later use. Also we show the usability of our system by serviceability evaluation.

본 논문에서는 현재 각 대학에서 부분적으로 실시되고 있는 e-learning교육과 e-learning system에 대하여 분석 고찰하고 e-learning system의 적응도 향상에 관하여 연구하였다.

In this paper, we analyzed e-learning system and educations based on them which are carried out at some universities, currently. Also the study on the improvement of adaptability to e-learning system is introduced.

In this paper, we present a structure of personalized e-Learning system to study for a test formalized by uniform multiple-choice using on/off line mixed estimations as is the case of Driver :s License Test in Korea. Using the system a candidate can study toward the license through the Internet (and/or mobile instruments) within the personalized concept based on IRT(item response theory). The system accurately estimates user's ability parameter and dynamically offers optimal evaluation problems and learning contents according to the estimated ability so that the user can take possession of the license in shorter time. In order to establish the personalized e-Learning concepts, we build up 3 databases and 2 agents in this system. Content DB maintains learning contents for studying toward the license as the shape of objects separated by concept-unit. Item-bank DB manages items with their parameters such as difficulties, discriminations, and guessing factors, which are firmly related to the learning contents in Content DB through the concept of object parameters. User profile DB maintains users' status information, item responses, and ability parameters. With these DB formations, Interface agent processes user ID, password, status information, and various queries generated by learners. In addition, it hooks up user's item response with Selection & Feedback agent. On the other hand, Selection & Feedback agent offers problems and content objects according to the corresponding user's ability parameter, and re-estimates the ability parameter to activate dynamic personalized learning situation and so forth.

This paper presents a novel method to construct a personalized e-Learning system based on dynamic estimations of item parameters and learners' abilities, where the learning content objects are of the same intrinsic quality or homogeneously distributed and the estimations are carried out using IRT(Item Response Theory). The system dynamically connects the test and the corresponding learning procedures. Test results are directly applied to estimate examinee's ability and are used to modify the item parameters and the difficulties of learning content objects during the learning procedure is being operated. We define the learning unit 'Node' as an amount of learning objects operated so that new parameters can be re-estimated. There are various content objects in a Node and the parameters estimated at the end of current Node are directly applied to the next Node. We offer the most appropriate learning Node for a person's ability throughout the estimation processes of IRT. As a result, this scheme improves learning efficiency in web-base e-Learning environments offering the most appropriate learning objects and items to the individual students according to their estimated abilities. This scheme can be applied to any e-Learning subject having homogeneous learning objects and unidimensional test items. In order to construct the system, we present an operation scenario using the proposed system architecture with the essential databases and agents.

The coronavirus pandemic has brought about dramatic changes in education, evidenced most clearly by the increase in e-learning. Thus, to identify how learners' attitudes toward e-learning are affected by diverse factors, this study examined the effects of perceived system quality and usefulness, the self-management of learning, and self-efficacy. A total of 236 college students participated in the survey. Multiple regression analysis was performed to test the study's proposed hypotheses. The study findings suggested that learners' attitudes toward e-learning are positively influenced by perceived e-learning usefulness, self-management of learning, and self-efficacy. However, the perceived system quality had no influence and no statistical significance.

본 연구는 ‘흥미’와 ‘자기결정성 이론’ 이라는 동기 이론을 체계적으로 접목한 초등 영어 e-Learning 시스템 (www.englishbuddy.kr)을 개발하고, 이를 3,100개 학원에서 적용해 본 후 실제로 학습자의 내적 동기가 향상되었는가를 측 정한 것이다. 동기 전략이 적용된 이러닝 시스템으로 학습한 학습자 328명과 다른 영어 학습 프로그램 학습자 150명의 설문 지 조사 분석 결과, 동기 전략이 적용된 이 러닝 시스템이 학습자의 ‘흥미’와 ‘심리적 욕구’를 만족시키고 있다는 것이 밝혀짐 으로써 ‘학습자의 동기를 높이는 동기 전략’이 구체화되었다. 본 연구를 통해 e-Learning 환경에서 학습자의 동기가 높아지 는 특징이 명확해짐으로써, e-Learning 학습을 발전시키고, 또한 ‘흥미’와 ‘자기결정성 이론’ 이라는 동기 이론을 체계적으로 접목한 e-Learning 시스템을 실제로 구축하고, 3,100개 학원, 16,000명 학습자에게 적용시켜 본 매우 실증적인 연구라는 점에 서 그 연구 의의가 있다 하겠다.

This study examines and measures the enhancement of intrinsic motivation in learners who have been part of the e-Learning system (www.englishbuddy.kr) for elementary-level English learning, developed based on the systematic application of the motivation theory as dictated by ‘interest’ and ‘self-determination’ and put into practice at 3,100 private tutoring institutions. According to the survey conducted on 328 learners in the e-Learning system inspired by the motivation theory and on 150 learners in other English programs, the former was found to have stimulated ‘interest’ and satisfied ‘psychological desire’ in the learners, leading to the development of ’specific strategies to motivate learners.’ The study has clearly identified how learners are better motivated in the e-Learning environment, demonstrating its contributions to advancing e-Learning, building a practical e-Learning system based on a systematic motivation theory defined by ‘interest’ and ‘self-determination,’ and applying the system to some 16,000 learners at 3,100 private tutoring institutions.

Within the rapidly changing environment of global economics, the environment of higher education in the universities & companies, also, has been, encountering various changes. Popularization on higher education related to lifetime education system, putting emphasis on the productivity of education services and the acquisition of competitiveness through the market of open education, the breakdown of the ivory tower and the Multiversitization of universities & companies, importance of obtaining information in the universities & companies, and cooperation between domestic and oversea universities, industry and educational system must be acquired. Therefore, in order to adequately cope with these kinds of rapid changes in the education environment, operating E-Learning Education & company by utilizing various information technologies and its fixations such as Internet, E-mail, CD-ROMs, Interactive Video Networks (Video Conferencing, Video on Demand), CableTV etc., which has no time or location limitation, is needed.

본 연구의 목적은 공공 이러닝 프로젝트의 올바른 개선 방향을 제안하고자 함에 있다. 연구 방법은 이러닝 기업에 대한 통계조사와 문헌연구를 병행하였다. 연구 결과에 따르면, 대부분의 경우에 공공 이러닝 프로젝트는 이러닝 기업의 사업에 긍정적인 영향을 미치지 못하는 것으로 나타났다. 그것은 공공 이러닝 프로젝트가 세가지 문제점을 갖고 있기 때문이며, 본 연구에서는 그 문제점에 대하여 수발주 시스템 관점에서 정책적 해결책을 제시하고자 한다.

The purpose of this study is to suggest a proper improvement direction of the public ordering and receiving system in related with e-Learning. The research methods for this paper are derived from survey about e-Learning companies and the written materials of the present public e-Learning project. According to the study, in most cases, the public e-Learning projects don’t affect positively e-Learning company's businesses. It indicates that the public e-Learning project has three problems or improvement items. And as a solution to the problems, it presented the policy alternatives the policy alternatives as the concept of ordering and receiving system.

본 연구는 적응형 이러닝 시스템에서 지원할 적응성 요소를 밝히기 위하여 폐쇄형 설문과 반 구조화된 개방형 설문을 통하여 요구 분석을 하였다. 본 연구는 적응형 이러닝 시스템의 활용이 높은 교육대학 컴퓨터 교육 전공 학생들을 대상으로 적응형 이러닝 시스템에 대한 요구를 분석하고 도출하였다. 요구 분석 절차는 Rossett모델을 적용하였다. 분석 방법은 폐쇄형 설문으로 개략적인 의견을 통계 분석하고 개방형 설문으로 깊이 있는 의견을 추출하였다. 개방형 설문은 응답 내용을 코딩한 후, 코딩된 내용에서 주제를 추출하고, 지속적 비교 방법을 통하여 유목화를 하였다. 그리고 각 주제에 대하여 빈도 분석을 하였다. 연구 결과 적응형 이러닝 시스템에서 적응성 제공 요소로서 기존의 학습 스타일 중심에서 벗어나 학습자 수준, 학습 목표 그리고 학습 내용에 대한 적응성을 제공할 필요가 있음을 알 수 있었다. 특히, 교수 모형은 체계성 및 학습 목표를 효과적으로 도달하게 하는 중요한 요소임이 밝혀졌다.

This study was conducted as an need analysis through close and open semi-structured surveys, in order to identify the adaptive elements of the adaptive e-learning system. The study was conducted on students majoring computer education in teacher's college. In terms of the process of the need analysis, Rossett Model was applied. For the research method, responses on the open questionnaire were analyzed. In terms of the analysis method, coding was used to extract the theme of the content, and through the constant comparison method, categorizing took place. As the element that offers adaption in the adaptive learning system, it escapes from the existing learning style, and recognized the importance of providing adaptability for different elements such as the learner's level, learning objectives, and learning contents. Especially, An instructional model was identified as an important element that helps reach rationality as well as efficiently conduct the learning objectives.

본 연구는 이러닝의 학습효과를 향상시키기 위한 방안을 모색한 것으로, 기존의 연구들의 문제점 을 해결하고자 하였다. 즉, 기존 연구들은 특정 요인만을 독립변수로 고려하여 이러닝 학습효과에 대한 종합적인 시각을 제공하지 못하였다는 점과 특정 요인이 어떠한 과정을 거쳐 이러닝 학습효과 에 영향을 미치는지를 고려하지 못하였다는 문제가 있었다. 이를 고려하여 본 연구에서는 학습자의 셀프리더십, 학습자 특성, 그리고 이러닝 시스템 환경 및 컨텐츠를 통합적으로 고려하여 매개변수인 강의몰입에 어떠한 영향을 미치는 지 분석하고, 종속변수인 강의만족과에 미치는 영향을 알아보았 다. 국내 서울소재 여자대학교의 학생 200명을 대상으로 설문을 통한 실증 분석을 실시한 결과, 학습 자의 특성 중 학습능력, 자기유능감과 이러닝 시스템의 컨텐츠가 매개변수인 강의몰입에 긍정적인 영향을 미치는 것으로 나타났다. 또, 강의만족에 있어서는 학습자의 특성 중 학습능력과 이러닝 시 스템의 컨텐츠가 긍정적인 영향을 미치는 것으로 나타났다. 하지만, 학습효과에 영향을 미칠 중요 요인으로 고려한 학습자의 셀프리더십은 강의몰입과 강의만족에 유의한 관계를 나타내지 못하였다.

The purpose of this study is to examine what components related to e-learning affect learning effects, synthetically. We focus on the effect of learner's characteristics and e-learning system in the e-learning effectiveness. We collected the subjects who were 200 female undergraduate students and had taken an e-learning course. The results of an analysis show the following: First, learning ability, self-efficacy considered as learner's characteristics, and e-learning system contents considered as e-learning system affect lecture commitment of learners. And then, learning ability and e-learning system contents affect lecture satisfaction of learners. In cases of mediating effects of lecture commitment, learner's characteristics have effect on lecture satisfaction through lecture commitment. However, this study does not show the relationship between self-leadership and lecture commitment and satisfaction. The implications and limitations of this study were discussed.

제7차 수학과 교육과정의 도형 영역에서는 도형 움직이기나 쌓기나무와 같이 학생들의 공간 감각 형성을 위한 학습 내용이 새롭게 도입되었다. 그러나 실제 교수학습이 이루어지는 학교 현장의 교사들은 교수 활동의 어려움을 이야기하고 있으며 학생들의 학습 성취도 또한 낮은 편이다. 도형 학습을 비롯한 초등학교에서 의 수학 교육은 실물의 조작을 통하여 이루어졌을 때 가장 효과적이겠으나 학교 현장에서는 여러 가지 여건상 실물을 통한 학습은 어려운 실정이다. 그러므로 이를 극복하기 위해 적절한 웹 자료를 활용한 학습이 이루어지도록 해야 하겠으나 공간개념 형성 학습은 본 교육과정에서 새롭게 도입된 학습 내용이기 때문에 웹기반 학습 자료도 부족한 실정이다. 이에 본 논문에서는 공간감각 증진을 위한 학습 내용을 추출하여 학습자 스스로 웹을 통해 학습할 수 있 도록 하고 학습자들 사이에, 또는 학습자와 교사 사이에 활발한 상호작용이 이루어질 수 있는 도형학습 시스템을 설계하여 구현하였다. 애니메이션을 통하여 원리를 이해하도록 하고 흥미를 갖고 참여할 수 있도록 게임을 통한 학습이 이루어지도록 개발하였다.

Moving figures and piling up some boxes are newly the introduced studying contents in the 7th curriculum of mathematics and it will be able to form the sense of space of the students. Against the studying contents for the sense of space formation, the teachers of site speak instruction is very difficult and the student's scores are low. Elementary school mathematics studying which inclusive of figure studying is the most effective when they operate the actual object. But in the school site, the instruction with actual object is very difficult because many reasons. And web based studying data system which is for forming the sense of space the students is not abundant because it started initially. From this dissertation, studying contents will be taken out and web base figure studying system will be designed and embodied. The interaction will be active in the system. Student will be able to understand the principle by the medium of the animation from the system and they can improve their sense of space by the interesting game.

This study explores the impacts of e-learning system characteristics on learner committment and satisfaction by surveying the firms utilizing e-learning systems for learning. In the study, we have, first, drawn the key factors and instruments to measure e-learning system characteristics through intensive literature review. Second, we have investigated whether the characteristics contribute to increasing learner"s commitment and satisfaction. Finally, we have examined the mediating effect of learner"s commitment between the characteristics of e-learning system and learner satisfaction. We have conducted a survey on the employees having experience in using e-learning systems for learning, and collected a total of 93 responses. The results of a statistical analysis show the following: First, expression and interaction affect the learner"s commitment. The results indicate that a learner should engage in e-learning and ultimately be more committed on it when there is a coherence in design and organization of learning contents, and when the system offers various multimedia options including audio, sound, image, graphics, etc. Second, leaner"s commitment leads to higher learning satisfaction. Finally, our results show that the commitment plays a mediating role between learner characteristics (expression, control, and trust) and learner satisfaction.

In this paper, we studied on the effective structure of an e‐Learning Korean Support System for talented students based on computer systems which is to obey the rules of IMS/AICC International Standard regulations based on LCMS and SCORM. The most important task on this study is to support the function of self‐study module through the review of the analysis and results of IT learning and learning customs. We studied the effective PMS detail modules as well as the Standard Competency Module Management System, which related to LMS/LCMS, Learning an Individual Competency Management System, Competency Registry/Repository System, Knowledge Management System based on Community Competency Module, Education e‐survey System and Module learning Support Service System.