• The Journal of Information Technology
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• v.6 no.3
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• pp.137-150
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• 2003

Recently, developing information technology and increasing internet usage, e-Learning service industry is rapidly growing. However institutions and regulations related e-Learning service are insufficient. Users of e-Learning service were lower grade in school relatively, spent average 40,000won/month and used other private education service. Users answered that they were generally satisfied at e-Learning service but were not satisfied at e-Learning 'fee'and 'the contract process'. Specially, the result suggest that consumer's satisfaction is affect by experience of demage and complains related e-Learning usage.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.16 no.8
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• pp.2831-2845
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• 2022

Compared to the significant approach of project-based learning research, a data-driven design project-based learning has not reached a meaningful consensus regarding the most valid and reliable method for assessing design creativity. This article proposes an advanced information data-interactive learning system for creative design using a service design process that combines a design thinking. We propose a service framework to improve the convergence design process between students and advanced information data analysis, allowing students to participate actively in the data visualization and research using patent data. Solving a design problem by discovery and interpretation process, the Advanced information-interactive learning framework allows the students to verify the creative idea values or to ideate new factors and the associated various feasible solutions. The student can perform the patent data according to a business intelligence platform. Most of the new ideas for solving design projects are evaluated through complete patent data analysis and visualization in the beginning of the service design process. In this article, we propose to adapt advanced information data to educate the service design process, allowing the students to evaluate their own idea and define the problems iteratively until satisfaction. Quantitative evaluation results have shown that the advanced information data-driven learning system approach can improve the design project - based learning results in terms of design creativity. Our findings can contribute to data-driven project-based learning for advanced information data that play a crucial role in convergence design in related standards and other smart educational fields that are linked.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2010.10a
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• pp.616-617
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• 2010

This paper presents a model of e-learning based on ubiquitous computing configuration. The proposed e-learning model as following. we propose the e-learning system's hardware and software configurations which are server and networking systems. Also, we construct the proposed e-learning systems's services. There are attendance and absence service, class management service, common knowledge service, score processing service, facilities management service, personal management service, personal authorization issue management service, campus guide service, lecture-hall management service. Also, we propose the laboratory equipment management service, experimental materials management service etc.

• The Journal of Information Systems
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• v.16 no.1
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• pp.201-230
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• 2007

Recently, the growth of e-Learning systems and its related information technology has presented a unique challenge for both schools and industry. It would make an extremely phenomenal paradigm shift in the educational method and practice. Methods of assessing the quality of e-teaming services and contents are critical issue in both practice and research. Moreover, many researchers are interested in what qualify factors more affect to the Performance of e-Learning service. Nevertheless, service quality is a construct that is difficult to define and measure. e-Learning services are composed of many factors, and they are more complicated than the traditional education services because they we performed on the distance basis and the many platforms of IT infrastructure. The purposes of our research are to classify the e-Learning service dimension and identify their factors, to develop the measurement of the factors, and finally to test empirically their relationship between the service factors and e-Learning service performance. For the development of the service factors we considered SERVQUAL model and SERVPERF model which were developed in the service marketing area. The SERVQUAL model was more fitted to the e-Learning services than the latter. From that we derived several factors that fit to our research domain, ie, tangibles, access, reliability, credibility, security, responsiveness, assurance, empathy. We combined three factors of them(reliability, credibility, security) into a factor, system stability for the semantic simplicity, and divided responsiveness factor into system operator responsiveness and teacher responsiveness as the entity based dimension classification. In the e-Learning services research, Most researcher are mentioned the quality factors of contents, so we added to two contents quality factors, ie, contents production method and richness of contents itself. We examined the relationship between the service quality factors and e-Learning performance(student satisfaction and service reuse intention). As result three quality factors(contents production method, teacher responsiveness, empathy) significantly affected student satisfaction. To the other performance variable, ie, service reuse intention, the teacher related quality factors(such as teacher responsiveness, assurance, empathy) affected only. In conclusion, even in the on-line distance teaming, the teacher's role md earnestness is as important as ever.

• Journal of Information Processing Systems
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• v.8 no.3
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• pp.521-538
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• 2012

As the knowledge society matures, not only distant, but also off-line universities are trying to provide learners with on-line educational contents. Particularly, high effectiveness of mobile devices for e-Learning has been demonstrated by the university sector, which uses distant learning that is based on blended learning. In this paper, we analyzed previous m-Learning scenarios and future technology prospects. Based on the proposed m-Learning scenario, we designed cellular phone-based educational contents and service structure, implemented m-Learning system, and analyzed m-Learning service satisfaction. The design principles of the m-Learning service are 1) to provide learners with m-Learning environment with both cellular phones and desktop computers; 2) to serve announcements, discussion boards, Q&A boards, course materials, and exercises on cellular phones and desktop computers; and 3) to serve learning activities like the reviewing of full lectures, discussions, and writing term papers using desktop computers and cellular phones. The m-Learning service was developed on a cellular phone that supports H.264 codex in 3G communication technology. Some of the functions of the m-Learning design principles are implemented in a 3G cellular phone. The contents of lectures are provided in the forms of video, text, audio, and video with text. One-way educational contents are complemented by exercises (quizzes).

• The Journal of Information Systems
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• v.15 no.4
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• pp.171-188
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• 2006

Information technology and the Internet have had a dramatic effect on education method and individual life. Universities and companies we making large investments in e-Learning applications but are hard to pressed to evaluate the success of their e-Learning systems. e-Learning can be seen as not only one of Internet based information systems which can provide education services but also one of teaching-teaming methods which can implement self-directed teaming. This paper tests the updated model of information system success proposed by Delone and McLean using a field study of a e-Learning. The five dimensions - information quality, system quality, service quality, user satisfaction, net benefit - of the updated model are parsimonious framework for organizing the e-learning success metrics identified in the literature. Questionaires are collected from 107 students who are enrolling a e-learning class using online survey. The model is tested using SPSS and LISREL. The results show that information quality and service quality are significant predictors of user satisfaction with the e-Learning system but system quality is not. Also user satisfaction is found to be a strong predictor of the learning performance. This strong association between user satisfaction and teaming performance suggests that user satisfaction may serve as a valid surrogate for teaming performance. Empirical testing of the updated DeLone & McLean model should therefore be extended to cover a wider variety of systems.

• Journal of Digital Convergence
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• v.8 no.2
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• pp.89-102
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• 2010

The present thesis aims to analyze in consideration of recent changes in teaching environment in the universities the commercial digital contents and e-learning courses provided by the libraries, and to propose the ways to encourage university library service needed under the current situation. A survey of professors and students upon the quality of commercial digital contents service provided by the libraries in I University was made to measure its influence upon e-learning courses. The quality of commercial digital contents service provided by libraries was measured through Digital Library Service Quality Index (which will be referred as DL-SQL Model from here), which is used as a model to examine the Digital Library Service, with partial adjustments of 4 levels (information system service, digital books service, customer service quality, and customer community service) and 7 components (search possibility, an exclusive organization and interface, accessibility, digital books, customer support service, personalized service, and customer community). Among the library services in regard to digital contents, "customer service" and "customer community service" were analyzed to have stronger influence upon e-learning teaching and studying than quality-based service for "information system" and "digital books". Consequently, it is concluded that customized information service provided by the library for the professors who teach e-learning courses and their students is more influential to supporting e-learning courses than quantity pushing service through purchasing commercial digital contents, upon which the direction of digital contents policy to provide library services for e-learning courses should be based.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2007.02a
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• pp.110-113
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• 2007

The purpose of this study was to investigate the nature of relationships among service quality, customer satisfaction and e-loyalty in e-learning site. In order to achieve the study purpose, survey method was applied As a result. it was revealed that service quality had significant effects on customer satisfaction in e-learning site. The influential factors of service quality on customer satisfaction included convenience of use, personalization, tangibles, responsiveness, and reliability in learning site. In addition, service quality had significant effects on e-loyalty as well.

• The Journal of Information Systems
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• v.17 no.4
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• pp.31-49
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• 2008

As the development of information technology, the biggest change in educational paradigm is apparent in the shift that the emphasis of education is layed on from teachers to learners. E-learning education service through the internet is less restricted in the respect of time and places in comparison with off-line education. Therefore e-Learning is spreaded rapidly and the educational effectiveness of that is needed to be investigated. In this study theoretical research was performed firstly and framework of the study was constructed. After establishment of hypotheses the survey data were collected by the learners of e-Learning and the hypotheses were verified by the SPSS version 12.0. The results are as follows : First, the quality of e-Learning service influences significantly to the technology acceptance of users. Secondly, perceived usability and perceived easiness of technology acceptance model influences significantly to the intention of reuse of users of e-Learning services. Lastly, the playfulness of the Flow theory influences significantly to the intention of reuse of users of e-Learning services. Although there are some limitations in the respect of the numbers of variables, parameters, or samples, this study will contribute for enhancing the effectiveness of education in e-Learning service by providing the acceptance factors of e-learners.

• Journal of The Korean Association of Information Education
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• v.13 no.4
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• pp.497-508
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• 2009

As the educational use of intelligent service robots has been proved to be effective, educational service robots have been utilized in kindergarten. In addition, service robots will be used in elementary schools from 2010 for the after-school English program. This trend indicates that r-Learning using service robots will become a major educational paradigm in preparing for future education. This article consists of the following four parts. First, the concept and the type of educational robots were defined and the trend of previous research was examined. Second, the characteristics of robot-assisted learning were analyzed as a part of r-Learning, and difference between r-Learning and u-Learning was compared. Third, the contents and service using a robot-assisted learning system were discussed, the models and trend of service using the robot-assisted learning system were examined, and the aspects of viewing evolution were compared. Finally, suggestions for activating the service market of robot-assisted learning were made for the educational institution, research institution, government and robot companies.