• The Journal of the Korea Contents Association
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• v.11 no.7
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• pp.179-191
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• 2011

This study aims to elucidate the relationship between the characteristics of adult learners and flow in cyber-class along with relationships among flow, stress, and problem-solving ability. The research subjects were 1044 enrolled students at Cyber University located in Seoul through voluntary on-line questionnaire. The analysis is following: The components of flow on cyber-class including enjoyment, engagement, focused attention, and time-distortion show the significant difference upon the characteristics of adult learners such as school grade, age, marital status, and number of registered classes. In addition, the flow on cyber-class has the negative relationship with stress and the positive relationship with problem-solving ability. To improve the level of flow on cyber-class, it is important to develop the new on-line class and class materials with the consideration of characteristics and diverse backgrounds of adult learners. The incorporation of various interactive evaluation can also improve the flow level of adult learners in cyber class. Finally, the learning counselling service might be essential for adult learners to experience flow on cyber-class.

• Journal of Korea Multimedia Society
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• v.7 no.4
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• pp.542-549
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• 2004

As a promising alternative for the traditional educational system, the cyber education is in the spotlight of both educators and computer scientists. There are many advantages of online education to the students and to the institution such as easy and random accessibility, low cost, saving spaces in the institutions, and so on. or a successful online education, some important factors would be considered in constructing cyber lectures. The purposes of this paper are to investigate students'viewpoints, called factors, of the cyber class and analyze these factors to be an effective cyber class. Once factors are identified, we trace the change of the student assessments on the identified factors during the class. Using these factors, we also examine if there are any differences on the assessment of the cyber class according to student background, such as gender. major, and class.

• Journal of Korea Multimedia Society
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• v.7 no.6
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• pp.798-805
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• 2004

There are numerous advantages of online education to the students and to the institution. There are important factors to be considered for a successful online education. The purposes of this paper are to investigate students' viewpoints, called factors, to the cyber class and analyze these factors to be a successful cyber class. For theses purposes, we developed and constructed the cyber lecture, and we surveyed student evaluations two times for the cyber lecture in the middle and at the end. We found that students view the cyber class with four factors. Assessments on factors were changed during the cyber class and were different according to students' background.

• Journal of Information Technology Applications and Management
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• v.23 no.2
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• pp.225-238
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• 2016

The purpose of this study is to develop cyber class contents on website and to verify the effectiveness of the program to reinforce a career education. The participants of the experiment in this study are from Namseoul University who took the cyber class 'Self management and creation of vision.' of the second semester in 2015. They took the class fifty-sixty minutes a week. The control group also includes the students who took the classes 'Theory and practice of school violence prevention' and 'Youth Education theory.' To verify the effectiveness of career education, the data processing in performing this study utilized t-test for homogeneity with the effective variable of career identity and career decision and the result was proved by using paired t-test. The result suggests that the experiment group significantly shows improvement compared with the control group in the view of career identity and career decision level. Therefore we recognize that the web based cyber course has its effect on content development and career education and we anticipate the continuous development and activation of effective cyber education on website for university students in future.

• Journal of The Korean Association of Information Education
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• v.9 no.1
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• pp.127-137
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• 2005

The interest in cyber counseling services has been increased recently by needs and merits of cyber counseling service found through various related studies. A cyber counseling service system has not only merits but also demerits such as anonymous one-off access and difficulties of forming relations. In this study, a cyber counseling service system using class homepage was developed and implemented in order to investigate counseling methods that can enhance merits and supplement demerits of cyber counseling services. As a result, it was found that the implementation of a cyber counseling service system using class homepage can fill counseling needs of students, teachers and parents by providing various counseling methods and inducing active interaction using the site-on function. Interesting menu on class homepage was effective to lead students and parents to visit the cyber counseling room, and they prefered the secret board and counseling cases to e-mail counseling. Prior acquisition of information about students and the environment allowing teachers to continuously observe students improved counseling effects and solved problems of existing counseling services.

• Journal of Nutrition and Health
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• v.35 no.8
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• pp.886-895
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• 2002

Introduction and application of virtual education has been rapidly increased in these days. A variation of information communication technology has an effect on education in interconnect with network as internet in the world that exceed the limit of time and regional. Computer and network communication technology through the medium of internet make an entrance cyber education as a new education paradigm. It must be affective on learner who have various educational characteristics and requirements. It begins to appear quality, quantity improvements of knowledge and the development of information technology that web based cyber education. This study was conducted to develop the web based education program and to evaluate the effectiveness of learning satisfaction and accomplishment and to compare the cyber lecture system with the traditional lecture system During the second semester of 2001, this study was investigated 317 registered students in a "Food and Culture" class at Kyungwon University. The data were obtained from pre and post-study with self-administered questionnaire. The evaluation and satisfaction score of students who were registered in cyberclass was negative tendency to compare pre with post-test scores, because of insuffciency of computer-aided lecture system. The major problem was inconvenient in checking system for connecting times in cyberclass which was one of evaluation point in final score. Another problem was frequently disconnection during cyber studying and not to concentrate each time in the cyber lecture because of eye fatigue, boring due to less interesting contents than other newly developed web-site. The students was prefer to mix type of the cyber and traditional lecture type class. The result of final score an each class, the score of cyber class (71.36 $\pm$ 22.44) was significantly lower than other groups (mixed type : 76.66 $\pm$ 19.99, traditional type :79.17 $\pm$ 15.72) (p < 0.05). Cyber class was attempted to present a useful and interesting teaching and learning tool which can be applied successfully in a longer term. The result suggest that various teaching and learning strategies should be developed considering the fact that the student learn alone most in time.t in time.

• Journal of information and communication convergence engineering
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• v.10 no.1
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• pp.5-10
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• 2012

The cyber class has many advantages because it removes the limitations of sharing the same time and space of a class in a classroom. However, most instructors still hesitate to use it because it is more vulnerable to academic misconduct than a faceto- face class. To overcome this problem, we identified suspected cheaters out of a group of test-takers through several objective data, and verified whether or not the suspects were actually cheaters. By investigating the status of academic cheating, we also implement our assessment system with Skinner’s reinforcement theory in order to eliminate or reduce cyber misconducts.

• International Journal of Contents
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• v.12 no.2
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.

• Journal of Digital Contents Society
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• v.6 no.4
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• pp.209-216
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• 2005

The aim of this study is to examine the effects of web-based cyber instruction on EFL learning from the viewpoint of learners` perceptions and needs. Data was collected through a questionnaire survey that was carried out with 709 undergraduate student enrolled in three cyber English courses offered at N university during the secind semester in 2004. The results of the study indicated that the learners exhibited a positive attitude towards web-based cyber instruction and considered it a paper educational method in the cyber age. However, the students perceived that web-based cyber instruction was not greatly satisfactory in terms of cultivating their English communicative competence or improving the language skills they needed. It was also found that cyber instruction was still teacher-dominant, lacking in interaction, which made the students passive recipients of informaton presented. In comparison with off-line instruction, cyber instruction was not particularly better in enhancing their motivation interest or concentration on class. To be more effective, cyber instruction needs to be equipped not only with a large variety of contents and class activities, but also with more exposure to authentic language by native English speakers. The finding of the investigation yield some implications for the design and development of web-based cyber EFL programs.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.473-482
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• 2005

We think that the class homepage can be solution for the problems in the cyber space or on-line community because students can practice activities in the on-line community, communicate with teachers or colleague, exchange opinions with parents and use it for learning. However, students would lose interest easily in the existing class homepage for lack of its immersion elements as compared with the commercial on-line communities. The class homepage needs to have immersion elements to reach its purpose. It is one of the solutions to use the avatars. Therefore, we studied on the influence of the avatars as the immersion of the elementary class homepage and the students cyber-self. As a result, we knew that the avatars can act enough as immersion element to achieve construction purpose of the class homepage and that use avatar helps in affirmative cyber self formation of elementary students.