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ÀÌ·¯´× ½Ã½ºÅÛ »ç¿ë¼º ÁõÁøÀ» À§ÇѼöÁغ° ÇнÀ°ü¸®½Ã½ºÅÛ(LMS) ÅÛÇø´ °³¹ß - ½æ³×ÀÏ 1page
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ÀÌ·¯´× ½Ã½ºÅÛ »ç¿ë¼º ÁõÁøÀ» À§ÇѼöÁغ° ÇнÀ°ü¸®½Ã½ºÅÛ(LMS) ÅÛÇø´ °³¹ß

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Á¦¸ñ : ÀÌ·¯´× ½Ã½ºÅÛ »ç¿ë¼º ÁõÁøÀ» À§ÇÑ ¼öÁغ° ÇнÀ°ü¸®½Ã½ºÅÛ(LMS) ÅÛÇø´ °³¹ß ¿¬±¸ ÀúÀÚ : ÀÌÇýÁ¤, ÃÖÈ¿¼±
¹ßÇàÇÐȸ : Çѱ¹±³À°°øÇÐȸ [Korea society of educational technology]
¹ßÇàÁ¤º¸ : ±³À°°øÇבּ¸ Á¦ 24±Ç 2È£ pp.153-180(28 pages)
¹ßÇà³âµµ : 2008

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V.LMS ÅÛÇø´ÀÇ Àû¿ë, ºÐ¼® ¹× ³íÀÇ
VI. °á·Ð ¹× Á¦¾ð
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ÀûÀÎ ¼ö¾÷À» Á¦°øÇÒ ¼ö ÀÖµµ·Ï ±³¼öÀÚÀÇ LMS »ç¿ë¼ºÀ» ÁõÁøÇÏ°íÀÚ ÇÏ´Â µ¥¿¡ ±Ùº»ÀûÀÎ ¸ñÀûÀ» µÎ°í ¼öÇàµÇ¾ú´Ù. ±×¸®ÇÏ¿© ±³¼öÀÚ°¡ LMS¸¦ º¸´Ù ½±°í ÇÊ¿ä¿¡ ¸Â°Ô »ç¿ëÇÒ ¼ö ÀÖµµ·Ï, ±³¼öÀÚÀÇ ÄÄÇ»ÅÍ ¸®ÅÍ·¯½Ã ¼öÁغ°·Î LMS¸¦ ¼Õ½±°Ô »ç¿ëÇϱâ À§ÇÑ µµ±¸ÀÎ LMS ÅÛÇø´À» °³¹ßÇÏ¿© Àû¿ëÇØ º¸°í, ±× °á°ú¸¦ ºÐ¼®ÇÏ¿© À̷κÎÅÍ À¯ÀǹÌÇÑ °æÇèÀû ½Ã»çÁ¡À» ¾ò°íÀÚ ÇÏ¿´´Ù. À̸¦ À§ÇØ ¸ÕÀú ±³¼öÀÚÀÇ ÄÄÇ»ÅÍ È°¿ë ´É·Â ¼öÁØÀ» ³× °¡Áö ¼öÁØÀ¸·Î ³ª´©°í ÀÌ¿¡ µû¶ó °¢±â ´Ù¸£°Ô ±¸¼ºµÈ LMS ÅÛÇø´À» ³× °¡Áö À¯ÇüÀ¸·Î °³¹ßÇÏ¿´´Ù. LMS ÅÛÇø´Àº ½ÇÁ¦ ½Ã½ºÅÛÀ» »ç¿ëÇÒ ±³¼öµéÀ» ´ë»óÀ¸·Î »ç¿ë¼º Æò°¡¸¦ ½Ç½ÃÇÏ¿© ¼öÁ¤ °úÁ¤À» °ÅÃÆ°í, °ËÁõµÈ LMS ÅÛÇø´Àº ÇÑ Çб⠵¿¾È A ´ëÇб³ÀÇ ¸ðµç °­Á¿¡ Àû¿ëµÇµµ·Ï ÇÏ¿´´Ù. LMS ÅÛÇø´ÀÇ °³¹ß ¹× Àû¿ë °á°ú´Â ±³¼öÀÚµéÀÇ È°¿ë ¼ºÇâ°ú ¸¸Á·µµ, ±×¸®°í ´Ù¸¥ ¿ÜÀû ¿µÇâ ¿äÀÎ µî°ú ÇÔ²² ³íÀǵǾúÀ¸¸ç, À̷κÎÅÍ ÇâÈÄ ±³¼öÀÚµéÀÇ ÀÌ·¯´× È°¿ë È°¼ºÈ­¸¦ À§ÇÑ Àü·« ¹× ¼³°è¿¡ À¯ÀǹÌÇÑ °æÇèÀû ½Ã»çÁ¡µéÀ» Á¦¾ðÇÏ¿´´Ù. °á·ÐÀûÀ¸·Î ±³¼öÀÚÀÇ ÄÄÇ»ÅÍ È°¿ë ´É·Â ¼öÁغ°·Î LMS ÅÛÇø´À» °³¹ßÇÏ¿© Àû¿ëÇÏ´Â °ÍÀº, º» ¿¬±¸¿¡¼­ °æÇèÀûÀ¸·Î ¹ß°ßµÈ ¸î °¡Áö °ü·Ã ¿äÀÎÀ» °í·ÁÇÏ¿© ¼¼½ÉÇÏ°Ô Àû¿ëÇÒ °æ¿ì, LMS »ç¿ë¼ºÀ» ÁõÁø½Ãų ¼ö ÀÖ´Â À¯ÀǹÌÇÑ Àü·«À¸·Î ±â¿©ÇÒ ¼ö ÀÖÀ» °ÍÀ¸·Î ±â´ëµÈ´Ù.

This study showed us some imp
lications from the experience of the development andapplication of LMS templates as a strategy to motivate professors\' use of an e-learning system.The principal idea of the LMS templates was to construct LMS (Learning Management System)interface templates by reorganizing various and complicated menu items in consideration ofprofessors\' computer literacy level. First, four different LMS template prototypes were developedin response to professors\' computer literacy level. Then, from the usability analysis of theworkshop to confirm each type of template, the final modified LMS templates were completedcorresponding to professors\' response. The modified LMS templates were applied to the campuswide LMS at A university for one semester. The study empirically implicated that: 1) professors\' perceived level is different from their actual practical level of computer literacy so professors can\'t select appropriate level type although we developed the LMS templates by the computer literacy level. 2) professors tend to select the LMS template type considering various psychological and environmental factors as well as their perceived computer literacy level itself. 3) when the level of LMS template is consistent with the perceived level of a professor\'s computer literacy, professors tend to be more satisfied with the template and use the LMS more actively. Key words : LMS template, LMS, e-learning, computer literacy, Faculty motivation, faculty participation, usability   (ÀÌÇÏ »ý·«)

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