This study deeply discusses the development status of e-learning in basic music education in China, and summarizes the characteristics and development of music education course content, resources, evaluation and certification in the three countries through comparative analysis with e-learning platforms in South Korea and the United States, revealing the development trends and differences of global online music teaching. In the strategic analysis part, it is pointed out that, firstly, the development of basic music online teaching needs to be combined with online and offline hybrid teaching to promote the development of music education. Secondly, while learning from the advanced experience of e-learning in other countries, we should pay attention to innovative education methods、 expand the subject content. Finally, we should pay attention to the cultivation of students' learning ability to facilitate the establishment of an efficient learning model. The innovation of this paper lies in the comprehensive and in-depth research and comparison of the characteristics and case analysis of e-learning in music education in China, and at the same time, combined with the experience of South Korea and the United States, the implementation conditions and strategies for the situation in China are proposed, which provides strong theoretical support and practical guidance for the development of e-learning in music education in China based on the practical experience of different countries, and provides specific suggestions for further optimizing the practice of online music teaching.

MSSP means Member State Support Program, which is the program of the member state supporting IAEA. To efficiently carry out the safeguards, IAEA receives the support of the member states through this program and carries out R&D for the nuclear material inspection equipment, etc. ROK has been supporting and contributing total 21 tasks to IAEA in-cash and in-kind. These tasks consist of training, safeguards approaches, Analysis Support and NWAL Coordination, information analysis, Safeguards Information Systems and System Usability. ROK support program that consisted mainly of hosting IAEA inspector training courses was not active in 2021 due to COVID-19. So, through the project called “online course development consultation”, we developed e-learning module (titled “Introduction to Comprehensive Safeguards Agreements following the model text of INFCIRC/153 (corr.) related to State reporting obligations”) to provide continuous support for IAEA’s non-face-to-face safeguards activities in the current pandemic situation. We developed this module that is HTML5+MP4-based SCORM type to provide services for both PCs and smart phones. In conclusion, The ROK has differed in its form of support from previous years by developing e-learning modules for IAEA trainings and thus contributed towards IAEA’s international collaborative system to enhance its safeguards capability and this has enhanced the ROK’s status in the IAEA.

본 연구는 이러닝 학습에서 간격학습과 차단학습의 비율을 조절한 혼합학습이 학생들의 학업성취도와 학습 만족도에 미치는 영향을 파악하는 것을 목적으로 하였다. 이를 위해 간격학습과 차단학습의 비율에 따라 다섯가지 조건을 제작하 고 실험에 사용하였다. 실험에는 총 121명의 학생이 실험에 참가하였고 사전 수학 학업성취도를 비롯하여 사후 수학 학 업성취도, 학습 만족도, 예측 점수를 실험 절차에 따라 측정하였다. 연구 결과는 다음과 같다. 먼저 사전 학업 성취도에 서는 다섯 개의 집단 모두 차이가 없었다. 하지만 사후 학업 성취도는 100% 차단학습으로 실시한 학생들보다 간격학습 으로 진행한 학생들이 높았다. 차단학습의 비율이 감소함에 따라 사후 학업 성취도도 서서히 증가하는 패턴을 발견할 수 있었다. 다음으로 학습 만족도와 예측점수의 경우 차단학습 비율이 증가하면서 점점 증가하는 패턴을 발견하였다. 결과 적으로 학생들에게 차단학습 비율을 증가시키면 학업성취도는 감소하지만 학습 만족도와 예측점수는 높아지는 것을 알 수 있었다. 마지막으로 차단학습 비율 정도와 평가시기(사전, 사후)에 따른 학업성취도의 차이를 분산분석을 통해 분석해 보았다. 그 결과, 차단학습이 없는 조건과 차단학습이 25% 실시된 조건간에 학업 성취도의 차이가 없는 것을 발견하였 다. 이 연구는 기존에 없던 차단학습과 간격학습을 섞은 혼합학습이라는 새로운 관점을 제시해주며, 적절한 혼합학습은 학생들의 성취도와 만족을 동시에 만족시킬 수 있다는 사실을 제시하였다.

The purpose of this study is to examine the concepts and features of K-fishbone analysis used in the AeLT program and to find suggestions. For this purpose, I analyzed the AeLT Training Manual and lecture PPT file and AeLT final reports. The procedure of K-fishbone analysis is as follows. First, specify the problem to be solved. Second, brainstorm the cause and factor of the problem. Third, cluster problems and elements with the same factors. Fifth, the branching branches (2nd branch , 3rd branch) extending from large thorns become the sub-cause. After all the causes of the problem have been identified, the causal relationship and the correlational relationship are analyzed. The cause of receiving the most arrows is the fundamental cause and the priority of the solution. K-fishbone analysis should 1) consider as many causes and sub-factors as possible through brainstorming and 2) by doing casual and correlation relationship analysis, help to ① determine the more critical factors of the problem, ② remove unnecessary elements that hinder the discussion, so increase concentration on the subject, and ③ in the situation of the lack of data and information, improve the analyst's understanding of the problem and its causes. Moreover 3) It is suitable for solving problems especially in developing countries. The implications of K-fishbone analysis are as follows. First, it can be effectively used in invitational training for policy makers in developing countries. Second, it will be more widely used in inquiry classes in the school. Third, it can be widely extended and utilized as a method of RCA.

시대적 흐름에 따라, 미래지향적인 통일관, 안보관 및 올바른 북한관의 정립을 위해 통일교육에 대한 관심이 점차 높아지고 있다. 통일에 대한 교육을 전적으로 담당하고 있는 통일교육원의 e-러닝 통일교육은 다양한 수요에도 불구하고 공무원, 교원 등 교육 대상자가 한정적인 문제가 있다. 또한 4차 산업 혁명과 정보화 시대에 발맞춰 통일교육은 시대의 흐름에 맞게 변화해야 한다. 본 연구에서는 통일교육 원의 e-러닝 콘텐츠 품질분석을 통하여 문제점을 진단하고 결과에 따른 개선방안을 제시하고자 한다. 이러한 목적을 가지고 실시한 e-러닝 콘텐츠 품질분석의 결과는 첫째, 학습내용은 최신성, 난이도 및 분량이 적절한 것으로 나타났다. 둘째, 학습지원 측면에서는 학습과 관련된 추가 보충자료를 제공하지 않는 것으로 나타났다. 셋째, 교수설계 부분은 학습목표 제시가 명확하지 못하고 학습활동이 제한적인 것을 확인할 수 있었다. 넷째, 사용자 편의성에 있어서는 일정한 UI의 사용으로 학습자들이 적응하기 쉬운 환경을 조성하였다. 다섯째, 학습환경에서는 모바일러닝에 적합한 콘텐츠 제작과 시스템지원이 필요했으며, 여섯째, 학습자의 상호작용성 부분은 부족한 것으로 나타났다. 마지막으로 평가는 좀 더 다양한 평가 준거가 필요하다는 의견이 있었다. 이에 따른 개선방안으로 e-러닝 환경에서의 콘텐츠뿐 만 아니라 변화하는 교육환경에 따라 모바일러닝에 적합한 콘텐츠를 제작해야하고, 학습자의 교육 효과성과 밀접한 상호작용을 고려한 e-러닝 콘텐츠의 제작이 필요하다.

With the development of technology, e-learning has already become popular. According to the National IT Industry Promotion Agency (2016), the total number of e-learning business owners is 1,639, while the market size is 3.4876 trillion won, meaning that it increased by about 1.5 trillion won compared to the market size of 1.9 trillion in 2008. The utilization rate is 58.7%, which is increasing every year. Currently, college students who are actively using e-learning are Net Generation. The Net Generation means a generation that has encountered and has been using digital since birth (Topscott, 2008). As the Net Generation is familiar with the computer, they can use e-learning services without any difficulty. In addition, according to Kim et al. (2014), college students' computer self-efficacy and the score for e-learning acceptance attitude appeared to be significantly higher Unlike the Net Generation that has been familiar with computers and the Internet since birth, the middle-aged and older generation aged between 40 and 50 is the generation to learn about digital media in order to adapt to the changed age (Lee et al., 2012). Although the middle-aged and older generation is not familiar with the use of the Internet and computers, the proportion of using e-learning by the middle-aged and older generation is increasing recently. In the 50s, the e-learning use rate is only 37%, but it is also the generation that growth rate is highest when compared with last year. Among the reasons for not using the e-learning in the middle-aged and older generation, 'interested but not aware of how to use it' was ranked #1 as 26.9% and 24.9%, respectively. In addition, future intentions to use the e-learning by users who do not use it among the middle-aged and older generation between 40 and 50 were 67.4% and 75.2%, respectively, showing that many non-users had intentions to use the e-learning in the future (National IT Industry Promotion Agency, 2016). This shows that the interest and demand for the e-learning in the middle-aged and older generation is high, but those who are in the generation are having difficulty accessing it. As the current middle-aged and older generation who was born in the baby boomer generation is getting closer to retirement, it has a great interest in preparing for old age. Especially in the aging society like now, the 50s are the ages that distinguish between 'ambiguous middle age' and 'extended old age' and that are the time to prepare for life in old age, and the intention of reemployment of the middle-aged and older generation for the preparation of the later years is gradually increasing. In the case of the middle-aged and older generation who is currently looking for re-first because there is not enough old-age income (Kang, 2016). In addition, subsequent re-employment is mainly done in small micro business, skill-related work, and simple labor. Therefore, there is an increasing demand for the preparation for the re-employment as a civil servant who is available to prepare for his/her old age. However, compared to the younger generations in their 20s and 30s, the middle-aged and older students feel a great deal of difficulty in preparing themselves for the civil service examination because they have not studied for a long time, along with technical difficulties. In terms of the quality of Internet e-learning lecture services, it is expected that there will be differences between the younger generation and the middle-aged and older generation due to technical factors and academic factors. Specifically, adult learners are more mature have more diverse needs and expectations, and before anything else, however, they have a sense of responsibility for home and work compared with regular college students. At the same time, they have a clear desire for learning according to specific goals. It has also been found that there are differences in the level of the use of learning strategies depending on the learners' gender, age, and academic background. Therefore, this study has a purpose of comparing the differences in the e-learning acceptance/satisfaction between the middle-aged and older generation and net generation on the basis of technical factors and academic factors by investigating differences in perception and satisfaction with the e-learning and by analyzing the value satisfaction according to age.

The purpose of this article is to understand the status of education informatization in the Philippines based on trainee reports of the APEC e-Learning Training Program from 2007 to 2013. The entire number of the Philippines trainees was 60. 15 K-Fishbone analyses, project areas of interest, and purpose for participation in the training course were included in the scope of analysis. Specifically, this paper highlighted a trend in changing ICT policies and initiatives in the Philippines through K-Fishbone analysis. There were 3 major trend shifts in education informatization: the initial period (2007~2008) showed a Reversed Trapezoidal type, which then changed to Diamond type (2009~2011) and recently to Left Side Stingray type (2012~2013). Through the initial stage (2007~2008), education policy, an education integration system, motivation and HW, SW were all been equally important. During the interim period (2009~2011), supply of HW, SW and training received greater attention, followed by the demand for education policy and an education integration system in recent years (2012~2013). Finally, the analysis results of the K-Fishbone analysis proved that they fit well with the policies and initiatives implemented by the Philippines Department of Education.

This study will analyze the problems of the backward (obsolete) textbook contents and the stereotyped (imprisoned) teaching methods in classroom implemented by the Korean universities who teach advanced Mandarin conversation lesson in this digital era, and then put forward one possible solution called the model of “Flipped Learning”(“Flipped Classroom” is also included), which could teach advanced Mandarin conversation lesson by flexibly using Internet E-books. The existing education’s paradigm is discarded by teachers and students, and the textbooks’ role is changing rapidly and dramatically along with the education spread and knowledge diffusion via Internet. Through the flexible usage of the latest Internet E-books, not only the politics, economics, cultures, media and press of Chinese modern society could be known, but also our young generation (post 90s, post 00s)’s thought and vision. In a “Flipped Classroom” which gives conversation lesson, it could be expected that weak study will and motivation could be stimulated; uninterested and dull lessons could be inverted into spirit-lifting ones which contain endless lively activities; and those students who used to learn passively could maximize their ability to solve problems all by themselves in their learning process.

The purpose of this research was to identify the situation of ICT use in education in the Russian region, its reasons, and possible problems and solutions. In order to achieve the attempted purpose, analysis was done on thirteen individual and collaborative final presentations of 34 Russian (Sakha) trainees who attended the APEC e-Learning Training Program during 2007-2013 and Russian government project on ICT in education. The results of the research are as follows. First, the most mentioned problem and need to the Russian education informatization was identified as a shortage of ICT equipment. The next two problems identified were the problem of the insufficiency of educational resources and lack of teacher motivation in using ICT. Third, the implementation of ICT in Russian schools should become one of the important objectives of the region’s education administration and school administration. Thus, Russian regional government officials, who are responsible for education, need training to implement better policies and measures for improvements of ICT use in education. Also it’s important for them to learn the best foreign experience in using ICT in Education and adapt it by taking into consideration culture, geographical and other regional features.

홍콩 교육당국은 90년대부터 적극적으로 정보통신기술을 이용한 학습을 추진 하였다. 그러나 전자학습이 소학교 학생들의 연필을 잡고 한자를 쓰는데 있어 어 떤 영향을 미칠 것인가에 대해서는 여전히 많은 논쟁이 있다. 전자교재를 교육의 보조도구로 활용하는 방안은 이미 20년을 넘도록 추진되고 있으나, 오직 학자들만 이 가끔씩 이 변화가 가져오는 이익과 손해에 대해서 관심을 가지고 있을 뿐이다. 본 연구는 두 개의 소학교에 있는 네 개 반의 5학년 학생 80명을 연구 대상으로 삼아, 녹화와 분석을 통해 학생들의 한자쓰기를 상하구조, 좌우구조, 전포위구조, 반포위구조 등으로 분류하고, 계량화하였다. 이 때 비교실험군(전자학습반)과 통 제군(전통학습반)으로 나누고 학생들의 한자 쓰기 필순의 습관과 틀리게 쓰는 상황이 각기 다르게 나타는 상황과 한자 쓰기 퀴즈와 면담의 내용 까지도 실험 내용 에 포함시켰다. 연구를 통해 우리는 대조군과 실험군에서 암묵적으로 사용하는 한자쓰기와 필 순에 별다른 차이가 없음을 발견하였다. 하지만 실험조의 낮은 수준의 학생들은 암묵적 쓰기에 있어서 대조군의 낮은 수준의 학생에 비해 현격하게 낮은 결과를 나타내었다. 교사 심층 면담을 통해 전자학습이 학생들의 한자 쓰기에 부정적 영 향을 미치고 있으며, 합리적인 한자교육의 운용과 평가, 학교 공부를 통해 이를 감소시키거나 없앨 수 있음을 알았다. 반대로 얘기하자면 보조적인 교수 학습 전 략이 부족하다면 낮은 수준의 학생들은 한자를 학습하는데 부정적인 영향이 계속 될 가능성이 있으며, 학습에 부담을 증가시킬 수 있다는 것이다. 때문에 교사는 전자학습의 보조적인 전략을 운영할 때에도 많은 주의를 기울여야 한다

Purpose: This study was conducted to examine the effects of Clinical practice learning using a web-based e-book on nursing students' learning motivation, knowledge achievement and satisfaction with clinical practice. Methods: The participants in this study were 69 third-year nursing students (34 in the experimental and 35 in the control group) from a C-university in G-city, Korea, who were engaged in one-week clinical practicum in a gastroenterology ward. The data were analyzed by x²-test, Fisher's exact test, and t-test with the SPSS program 20.0. Results: After intervention, compared to the control group, the experimental group reported significant difference in Learning motivation (t=-3.61, p<.001), knowledge achievement(t=-2.92, p<.001), and satisfaction with clinical practice (t=-8.78, p<.001) in the training course using Mosby's nursing skills. Conclusion: These results identified that clinical practice learning using Mosby’s Nursing Skills was effective for the improvement of learning motivation, knowledge achievement and satisfaction with clinical practice. These results indicate that the implementation of an e-Learning needs to be continued as an effective educational tool. Also, it is needed to research more for better ways to implement e-Learning on students’ practicum.

인터넷 기술의 발전으로 2004년에 웹2.0이라는 용어가 등장하면서부터 인터넷을 활용하는 여러 분야에서 관심의 대상이 되고 있으며 학습자의 의견을 수렴하고 이를 반영하여 강의를 개선하고 발전시킬 수 있는 환경이 요구되고 있다. 이러한 요구를 반영하여 웹 2.0 환경의 Open-API, RSS, Mash-Up 등 웹 2.0의 참여·공유·개방을 촉진시키는 융합기술은 교육 분야에도 변화를 주고 있는데, 교육 분야에서의 융합은 ’이러닝 2.0’으로의 진회를 뭇하며 이러한 웹 2.0의 사조가 반영된 기술 환경에서의 새로운 교육을 ’이러닝 2.0’이라고 지칭한다. 웹 2.0을 반영한 교쥬L학습의 특성은 사용자 참여 중심이며, 개방성을 근간으로 사회적 상호작용과 개인의 참여가 핵심인 것으로 요약할 수 있다. 우리나라의 경우 웹2.0 사조를 반영한 ’이러닝 2.0’ 교육서비스는 아직 운영되지 않고 있는데，이는 시스랩을 최신화하는 수준이 아니라 교육하는 방법과 기술에 대한 다OJ=한 의미를 가지기 때문이다. 따라서 본 연구에서는 웹2.0 서비스가 줄 수 있는 장점을 어떻게 결합시킬 것인지 고민하는 것에서 출발하여 발전된 웹 2.0 기술을 기반으로 학습자의 참여를 증진시키고 활성화시키며 교육 내용의 수준을 한층 꿀어올리기 위해 웹 2.0 사 조를 반영한 ’이러닝 2.0’ 교육서비스 구현에 필요한 영향 요인을 도출하여 소셜 웹 시대 온라인 교육 콘텐츠의 접근에 대하여 조명하고자 하였다.

정보기술의 발전과 인터넷의 발전으로 E-러닝 시스템은 누군가의 도움 없이 혼자 공부하는 법을 가르친다. 사람들은 자신이 가지 고 있는 능력을 향상시키기 위하여 원하는 교육을 E-러닝 시스템을 통 하여 어디에서나 교육을 받을 수 있다. 교육을 받는 사람들은 능력이 증대되며, 자신감은 기업을 더욱 효율적으로 변하게 한다. 본 논문에서 는 E-러닝 시스템을 모듈별 설계원칙을 제시하고 구현 하였다. 많은 사람들이 E-러닝 시스템을 이용할시 시스템의 안정성과 프로그 램의 보안성이 중요시 된다. 따라서 클러스터링에 의한 교육의 안정적 운영을 제시하였다. 또한 EJB3.0을 이용하여 보안성을 강화 시켰다. 모바일 프로그램의 개발 방법인 앱웹 방식과 비즈니스 로직 부분을 EJB3.0을 활용하여 클러스터링 환경 구축으로 모바일 시스템 서비스의 안정성과 보안성을 강화 하였다. 따라서 E-러닝 시스템의 설계방법과 구현은 타 시스템의 설계에 참고 자료로 활용될 수 있다.

香港教育當局自上世紀九十年代起開始積極推動資訊科技學習，然而電子學習是否會影響小學生執筆書寫漢字的表現？電子學習與執筆書寫二者之間有何利弊一直沒有受到學者的關注。是次研究以兩所小學四班小五學生合共80人為研究對象，透過錄影及分析學生在書寫上下結構、左右結構、全包圍結構、半包圍結構等字的表現，測量比較電子學習班和控制組學生書寫漢字的筆順習慣和錯字的情況有何不同。研究數據包括學生默書、作文、工作紙等課業的文本分析，並配合書寫漢字小測試及訪談等形式，以期分析電子學習對香港小學生書寫漢字的影響。 

From the end of 2000, the era of full-fledged remote college education has opened and online education is evolving rapidly. However, the liberal literary education takes place in cyberspace university level, in most cases, is staying general education. In this paper, we designed EDGE (E-learning Design for Go through effectively a novel on literature class, EDGE) learning model to teach novel using the characteristics of literary education and online education. EDGE learning model proposed in this paper, students can hosts lecture spaces to get in-depth understanding of the literature, can have a variety of literary experience and can interact each other actively. Future research includes developing unique online teaching type which enables literature concept delivering and teaching creative writing simultaneously.