사이버 대학교육에서의 CAI와 CMI의 현 실태와 개선방안 = (The) Current stance and the improvements of CAI and CMI for education in the cyber university

다국어 초록 (Multilingual Abstract)

The information technology to the advent of intellectual-information society leads the all spheres of innovation such as politics, sociologies, economics, cultures, educations, requiring to prepare for the new paradigm.
Especially, with the breathtaking development and proliferation of the information & transportation technology and the Global Network, the pace of change is proceeding so rapidly. The changing aspect of the new lifestyle is the exchanging information via computer and internet, e-trade, virtuous enterprise, remote-control education etc, with what is so called Web Life Style on the rise. Already, we are making an effort for the adaptation of new change of information society on a large scale right now.
To adjust rapidly-converting new era, most of all, the informationalization of education to the change is absolutely needed. The core of educational informationalization is the web-based education. The infrastructure of web-based education is CAI and CMI. CAI and CMI is conceptually separable but, not very separable in practicing operation. Because, for the most part, CAI and CMI are compatible.
With the ultimate purpose of CMI is to exceed the effect of learning activity, through the entire procedure of CAI system, CMI is required vehemently. The learning activity of professor is so important, so CAI is well-known, however CAI and CMI are inseparable. So, learning how to use there two systems, we are taught how by to use these two system effectively. That is the eventual goal of this research. This research accounts for CAI and CMI in the web-based education in the 17 Cyber University and the proficiency of these two systems, based on the web-based education with 6 standards.
The conclusion of this included the following problems.
1. Not taking into account the individual property of learners.
2. Not taking into account the environmental factors of learners.
3. In shortage of the considerations or investigation activity for the needs of pre-education of learners.
To settle out those above quandaries, the vertical, horizontal and vast information is desperately needed. These informations are reduced to the reflection of CAI or CMI, filtering the gist, with the possible information is redundant.
But through this, we don't know how to use these intensively-filtering information efficiently to the effect that the practical usage is on the work. Therefore, for the effective operation of CAI and CMI, the efficient operating system of the former enormous preliminary information is needed in the re-creating process. The system for that, Data Warehouse will do the trick. The currently well-used administration system, Data Warehouse is churning out Data Pool, which can extract the data, downloading data from operation Database or other data sources. Throughout this procedure, we can extract the reflected information from the aspiringly improving CAI or CMI. This information is the efficient, practical information, so in structuring CAI or CMI, we can build the more efficient system.

목차 (Table of Contents)

• 목차 = I
• Ⅰ.서론 = 1
• Ⅱ. 이론적 탐색 = 2
• 1. CAI(Computer Assisted Instruction)2) = 2
• 1) 개요 = 2
• 2) 특징 = 2
• 3) CAI의 장점과 단점 = 3
• 4) CAI의 유형 = 4
• 2. CMI(Computer Managed Instruction) = 8
• 1) 개요 = 8
• 2) CMI의 장점 = 8
• 3) CMI의 활용방안 = 9
• 4) CMI의 제한점 = 9
• 3. CMI와 CAI = 10
• 4. 웹기반 교육의 정의 = 12
• 1) 웹기반 교육의 정의3) = 12
• 2) 웹기반 교육의 전개 개념 = 13
• 3) 웹기반 교육 효과와 관련된 6가지 요인4) = 16
• Ⅲ. 사이버 대학의 현황조사 및 결과 = 20
• 1. 국내ㆍ외 주요 사이버 대학의 유형분류5) = 20
• 1) 일부 교육과정의 사이버수업화 = 20
• 2) 일반대학의 사이버캠퍼스 = 21
• 3) 원격대학의 사이버대학화 = 21
• 4) 새로운 형태의 사이버대학화 = 22
• 2. 정부인가 사이버 대학현황 = 23
• 1) 정부인가 사이버 대학현황 = 23
• 2) 사이버대학의 교육의 질 제고 노력9) = 25
• 3) 사이버대학의 학사행정 및 조직모형 개발연구 = 25
• 4) 교육콘텐츠의 기술 표준화 노력 = 26
• 5) 정부인가 사이버대학의 평가 = 27
• 3. 조사 분석 결과 = 30
• Ⅳ. 결론 및 제언 = 31
• 참고문헌 = 35
• (Abstract) = 39
• <첨부자료> = 42