ICT를 활용한 가정과 Web 기반 문제해결 학습환경의 개발

박미정,채정현 대한가정학회 2002 Family and Environment Research Vol.40 No.7

The objective of this study was to develop a Web based learning environment for Home Economics Education(HEE) using ICT (Information & Communication Technology). For the study, the following procedures were performed: 1) the review of literature, 2) development of learning environment and questionnaires based on Web for HEE using ICT. The Web based learning environment was investigated and designed, and evaluated by the users. The problems indicated through the evaluation were revised and complemented. In addition, 13 sets of learning questionnaires, which were verified using the same procedure as above, were developed to provide problem solving ability through the Web based learning environment. Learning environment based on the Web entitled "Together with the classroom of HEE" has a main menu, which is composed of rooms for HEE, students, teachers, various topics, recommendation sites, chatting, and e-mail. A room for HEE, in which learning activity mainly occurs by following the sequences of learning procedures, includes other sub-rooms for the guidance of learning, discussion, directories for reference, question and answer, submission of homework, evaluation, and an encyclopedia. Therefore, this study implicates: 1) achievement of learning environment using the ICT mainly made by students who solve problems closely related to daily life, 2) development of practical learning questionnaires fitted in the present state, 3) preparation for 7th curriculum. Finally, from this study, I suggested that further studies are needed to develop models for learning, interaction between students and teachers, and the learning materials under the Web based learning environment.

초등학교 과학과 환경교육을 위한 웹기반 학습의 적용

송판섭 ( Pan Seob Song ),남철우 ( Chul Woo Nam ),김정길 ( Jeong Kll Kim ),김석중 ( Seok Joong Kim ),한광래 ( Kwang Lae Han ),최도성 ( Do Sung Choi ),문병찬 ( Byoung Chan Moon ),조명철 ( Myung Cheol Cho ) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.2

The aims of this study are to develop web-based learning materials for science and environmental education of elementary school. The effect of environmental education was divided into eight to measure: the awareness of using web as environmental material, the ability to use web as environmental material, the awareness of environmental problems, the satisfaction for environmental education using web, the awareness of preserving local environment, self-leading ability to learn environment, the effect of using environment homepage, and the internalization of environmental awareness. This study obtained the following results; First, as a result of post-test, the average of the test group of web-based learning was 1.29 points higher than the control group having traditional learning in the awareness of using web as environmental material, showing a statistically significant difference. Second, as a result of post-test, the average of the test group of web-based learning was 2.80 points higher than the control group in the ability to use web as environmental material, showing a statistically significant difference. Third, as a result of post-test, the average of the test group of web-based learning was 1.10 points higher than the control group in the awareness of environmental problems, showing a statistically significant difference. Fourth, as a result of post-test, the average of the test group of web-based learning was 0.89 points higher than the control group in the satisfaction for environmental education using web, showing a statistically significant difference. Firth, as a result of post-test, the average of the test group of web-based learning was 1.70 points higher than the control group in the self-leading ability to learn environment, showing a statistically significant difference. Sixth, as a result of post-test, the average of the test group of web-based learning was 1.21 points higher than the control group in the effect of using environment homepage, showing a statistically significant difference. Finally, as a result of post-test, the average of the test group of web-based learning was 1.39 points higher than the control group in the internalization of environmental awareness, showing a statistically significant difference. Based on these results, it is assumed that the teaching method which applied web-based learning to science and environmental education in elementary school is a effective strategy for elementary science and environmental education.

미디어교육을 위한 웹기반 학습환경 프로토타입 개발

권성호,신영수 한국교육정보미디어학회 2003 교육정보미디어연구 Vol.9 No.3

본 연구는 웹에서 미디어교육을 실시하기 위하여 미디어교육을 위한 웹기반 학습환경의 프로토타입을 개발하는 것이다. 웹 기반 미디어교육의 설계를 위하여 구성주의 인식론을 바탕으로 문제 해결 과정을 중시하는 탐구기반학습을 교수-학습의 원리로 하여 미디어교육을 위한 웹기반 학습환경의 프로토타입을 개발하였다. 문헌연구를 통하여 개발의 이론적 근거를 살피고, 설계 원리와 전략, 구성요소를 도출하여 프로토타입을 개발하였다. 개발한 프로토타입은 미디어 제작과 분석이 탐구를 기반으로 유기적으로 연결되어 미디어 개념을 이해하도록 하였다. 제작에 대한 직접적 경험과 성찰, 전문가 모델링을 이용한 성찰로 지속적인 사고를 하는 탐구순환과, 협력활동과 개별지식구성이 이어지면서 지식 구축을 할 수 있도록 하였다. 또한 웹에서의 다양한 자원들을 이용하면서 활동을 위한 비지시적 안내를 통해 학습자들이 주체적으로 미디어를 사용하고 다양한 시각을 접하면서 비판적이고 창의적인 사고를 할 수 있도록 하였다. 이 프로토타입은 앞으로 웹기반 미디어교육 프로그램의 개발과 활용에 기반이 될 것으로 기대된다. The purpose of this study is to develop a prototype of Web-Based Learning Environment(WBLE) for media education. The necessity of media education is increasing in the knowledge-information society where learners' abilities to use media is strongly demanded. Media education is to develop media literacy, which means that learners can evaluate information obtained from media in a critical mind and communicate and express their ideas in creative ways. In the media environment changing with the development of information technologies, media education must be designed in consideration of the internet space so that learners can actively participate in learning. Changes in media environment and people's expectation for educational effects result in high demands for Web-based media education. Considering its characteristics, media education needs to be approached from the position of constructivism. Seeing from the position, it is necessary to design learning environment that provides learners with learning materials and tools so that they can study by themselves what they want to learn. The Web has potential by nature for realizing learning environment fit for constructivism. Accordingly, this study attempted to develop a prototype of WBLE for media education, taking inquiry-based learning on the basis of constructive epistemology as the learning principle in designing WBLE for media education. The design principles of WBLE on the basis of inquiry-based learning promote learning activities, which are inquiries and reflections on direct experiences, and support collaborative learning and individual knowledge construction. Finally, learners are guided in resource utilization and learning activities, and given directions of learning. This study developed WBLE prototype for media education that determines and reflects design strategies in consistency with the design principles of WBLE according to the characteristics of media education and inquiry-based learning. The developed prototype of learning environment includes 'media room' containing elements related to learning activities, 'collaborative room' for collaborative learning, and 'my room' related to individual knowledge construction. Learners' asynchronous communication, learning materials and results, and resources and links in 'resource room' , which are managed in DB, provide diverse types of information to learners, and suggest the direction of learning through underlying guidance in 'information' and learning activities. In the developed learning environment, learners set topics for inquiry, collaborative to produce media expressing the topics, and manage learning process and schedule by themselves. They continue to reflect through expert modeling while acquiring information about how to produce media from 'media producing process' in 'media room' and analyzing existing media products in 'media inquiry' , and on the other hand, they engage in cyclic inquiry through practicing producing and exchanging influence and develop media literacy. This study proposed WBLE for media education, but it must be improved and complemented through continuous research in the future. First, there should be a plan to induce and motivate learners' active participation. Second, the operation, management and assessment of learning must be taken into account in the developed learning environment. Third, experimental research must be carried out by refining the prototype into an actual system

뇌성마비학생의 사고력 향상을 위한 웹 기반 탐구 학습 환경 개발 연구

이재욱 ( Lee Jae-uk ) 대구대학교 특수교육재활과학연구소 2021 특수교육재활과학연구 Vol.60 No.2

본 연구는 뇌성마비학생에게 적합한 웹 기반 탐구 학습 환경을 개발하는데 목적을 두고 있다. 이를 위한 구체적인 연구문제는 다음과 같다. 첫째, 뇌성마비학생을 위한 웹 기반 탐구 학습 환경을 어떻게 설계할 것인가? 둘째, 뇌성마비학생을 위한 웹 기반 탐구 학습 환경을 어떻게 구현할 것인가? 이를 위하여 전국의 지체장애학교 특수교육 교사 4명과 지체장애학교의 고등학교 과정에 재학 중인 뇌성마비학생 3명을 대상으로 웹 기반 탐구 학습 환경에 대한 요구 분석을 실시하고 교수설계 및 개발 과정에서 사용성 검사와 전문가 타당화 검토를 거쳐 웹 기반 탐구 학습 환경(https://wbi-thinking.org/)을 개발하였다. 본 연구의 웹 기반 탐구 학습 환경은 사용자 중심 설계가 적용되었고, 지각적 단서, 자동 음성 안내, 음성 인식 기능, 버튼 간의 넓은 간격, 스크롤 사용 최소화, 자동 화면 및 영상 전환, 보조공학기기 연동, 사고력 평가가 가능하며 반응형 웹 형태가 적용되어 뇌성마비학생들의 지각적, 읽기, 쓰기, 인지, 손 기능, 컴퓨터 접근성 등의 어려움을 보완하여, 뇌성마비학생들이 탐구 학습에 쉽게 접근하고 의미 있는 학습이 가능하도록 개발되었다. The purpose of this study is to develop a web-based inquiry learning environment suitable for students with cerebral palsy. Research questions selected to achieve the purpose of this study are as follows: First, how is a web-based inquiry learning environment for students with cerebral palsy designed? Second, how is a web-based inquiry learning environment for students with cerebral palsy implemented? To solve the above research questions, a web-based inquiry learning environment was developed through the following process. Four special education teachers at schools with physical disabilities across the country and three high school students with cerebral palsy from a special school were analyzed for the needs of a web-based inquiry learning environment. After usability tests and expert validation review, a web-based inquiry learning environment (https://wbi-thinking.org/) was developed. The web-based inquiry learning environment in this study was applied to user-centered design, erceptual clues, automatic voice guidance, voice recognition function, wide spacing between buttons, minimization of scroll use, automatic screen and image switching, linkage with assistive technology devices, thinking ability test. The web-based inquiry learning environment complemented the difficulties of students with cerebral palsy which were perception, reading, writing, cognition, hand function, and computer accessibility, so that students with cerebral palsy had easily access inquiry learning and learn meaningfully.

웹 기반 탐구 학습 환경이 뇌성마비학생의 사고력에 미치는 영향

이재욱 ( Lee¸ Jae-uk ) 대구대학교 특수교육재활과학연구소 2021 특수교육재활과학연구 Vol.60 No.3

본 연구는 웹 기반 탐구 학습 환경이 뇌성마비학생의 사고력에 미치는 영향을 분석하는 목적으로 실시되었다. 이를 위한 구체적인 연구문제는 다음과 같다. 첫째, 웹 기반 탐구 학습 환경이 뇌성마비학생의 비판적 사고력에 미치는 영향은 어떠한가? 둘째, 웹 기반 탐구 학습 환경이 뇌성마비학생의 창의적 사고력에 미치는 영향은 어떠한가? 이를 위하여 지체장애학교의 고등학교 과정에 재학 중인 뇌성마비학생 3명을 대상으로 대상자간 중다 간헐 기초선 설계를 적용하여 웹 기반 탐구 학습 환경이 사고력에 미치는 효과를 분석하였다. 연구 결과 웹 기반 탐구 학습 환경은 뇌성마비학생의 비판적 사고력과 창의적 사고력 점수를 향상시켰다. 특히 비판적 사고력의 '사실과 의견 구분하기', '충분한 근거에 따라 주장하기', '다양한 관점으로 조망하기'와 창의적 사고력의 '유창성' 향상에 효과가 있는 것으로 나타났다. The purpose of this study is to analyze the effect of the web-based inquiry learning environment on the thinking ability of students with cerebral palsy. Research questions are as follows: First, what is the effect of the web-based inquiry learning environment on the critical thinking ability of students with cerebral palsy? Second, what is the effect of the web-based inquiry learning environment on the creative thinking ability of students with cerebral palsy? To solve the research questions, the effect of a web-based inquiry learning environment on thinking ability was analyzed for three students with cerebral palsy attending high school courses at a school for physical disabilities by applying the multiple probe baseline across participants design. As a result of the study, the web-based inquiry learning environment improved the critical thinking ability and creative thinking ability scores of students with cerebral palsy. In particular, it was found to be effective in 'distinguishing facts and opinions', 'arguing based on sufficient evidence', 'viewing from various perspectives' of critical thinking ability, and improving 'fluency' of creative thinking ability.

U-Learning Scheme

김혜진(Kim, Hye-Jin) 한국산학기술학회 2011 한국산학기술학회논문지 Vol.12 No.12

본 연구는 언제 어디서나 교육이 가능하도록 하는 유비쿼터스 컴퓨팅 기술의 개념에 기반하여 유비쿼터스 학습 환경의 모형을 제안한다. 유비쿼터스 학습 환경은 환경 친화적 학습 스킴이며, 지리학적으로 떨어져있는 환경에 서 디지털 매체를 사용하여 학생의 학습을 지원하는 것이다. U-Learning 모형은 웹 기반의 E-Learning 시스템이며, 학 습자들이 유비쿼터스 학습 환경및 시스템과의 상호작용을 통해 지식과 기술을 습득하도록 하는 것이다. 교육은 학생 중심이지만, 학생은 학습 프로세스를 인지하지 못할 수도 있다. 소스 데이터는 내재된 객체로 존재하게 되지만, 학생 들은 학습하기 위해 아무것도 할 필요가 없으며, 학생들이 움직이거나 학습 환경에 접할 때 장비 및 임베디드 컴퓨터 들은 통신을 통해 학습 자료를 제공하게 된다. This paper presents a model of ubiquitous learning environment system based on the concepts of ubiquitous computing technology that enables learning to take place anywhere at anytime. This ubiquitous learning environment is described as an environment-friendly learning scheme that supports students’ learning using digital media in geographically distributed environments. The u-learning model is a web-based e-learning system that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. Education is happening all around the student but the student may not even be conscious of the learning process. Source data is present in the embedded objects and students do not have to do anything in order to learn. The communication between devices and the embedded computers in the environment allows learners to learn in an environment of their interest while they are moving, hence, attaching them to their learning environment.

웹 기반 학습 환경에서 집단 유형과 과제 유형에 따른 자기조절학습 효과에 관한 연구

남정권 한국교육방법학회 2005 교육방법연구 Vol.17 No.1

본 연구는 웹 기반 학습 환경에서 자기조절학습이 집단 유형과 과제 유형에 따라 어떠한 학습 효과가 있는지를 실증적으로 분석한 것이다. 웹 기반 협력학습, 인지이론, 과제중심학습 및 학습자 성찰을 연구의 주요 이론적 기저로 삼았다. 여기서는 개인학습과 협력학습을 집단 유형’으로 개념이해형 과제와 지식적용형 과제를 ‘과제 유형’으로 규정하고 두 변인이 자기조절학습에 미치는 효과를 살펴보았다. 과제를 해결하는 과정에 있어서 같은 집단 유형이라도 과제 유형에 따라 메시지 빈도가 다르게 나타났으며, 메시지 항목별로 집단 간 메시지 빈도는 ‘점검 및 협력’ 항목을 제외하고는 모두 유의미한 차이가 나타났다. 또한, 과제해결 수행에 있어서 과제 유형 간에는 유의미한 차이가 나타나지 않았으나, 집단 유형 간에 유의미한 차이가 있음을 밝혀내었다. 따라서 웹 기반 학습 환경에서 자기조절학습이 효과를 거두려면 자기조절학습을 지원하 는 프로그램이 집단 유형보다는 어떠한 과제 유형을 수행할 것인가를 고려하여 학습자의 자기조절학습을 지원하고 유의미한 학습 경험을 이끌어 내도록 설계해야 할 것이다. The purpose of this research is to investigate how self-regulated learning affect group style and task style in the web-based learning environments. Theoretical framework for the study is based on web-based collaborative learning, cognition theory, task based learning and learner reflection. The importance of the learners' self-regulation in learning has been continuously reviewed by many educational researchers. In addition, it was supported by previous research results. Based on theoretical frameworks and previous researches on self-regulated learning provided design principles and strategies for cognitive tools supporting learner's self-regulative activities. As a result of this study, we have developed and applied to investigate (1) differences between the types of groups and the types of tasks on learner's task solving process, (2) differences between the types of groups and the types of tasks on learner's task solving performance. The two groups of learners regulated differently on concept comprehension and knowledge application task types. The total of 137 graduate students from A University participated in the study for the period of four weeks. Based on the type of self-regulation groups and tasks, participants were divided into four groups such as individual learning-concept comprehension, individual learning-knowledge application, collaborative learning-concept comprehension, and collaborative learning-knowledge application. The result of the study can be summarized as follows: First, in the study, the groups performing the same tasks did not show any differences in message frequencies. Second, for differences between the group performances, individual learners scored higher than collaborative groups in their achievement. For differences between the task types, however, knowledge application learners scored higher than those in concept comprehension. Although the differences were insignificant for individual and collaborative groups for concept comprehens

웹기반 평생학습자의 학습플로우 경험의 원인과 결과변수에 대한 연구: 경영학 전공을 중심으로

박경환 한국경영교육학회 2011 경영교육연구 Vol.26 No.2

The purpose of this study is to examine the cause and consequence variables of flow experience in learning on the web-based lifelong learner. The participants of the present study were 205 lifelong learner. And hierarchial multiple regression analysis was employed to test the hypothesis of this study. The result of this empirical study exhibits that 3 antecedent variables of flow experience in learning- flow conditions(△R^2=.484), autotelic personality(△R^2=.010), web-based learning environment quality(△R^2=.013)- have positive effects on flow experience in learning. But self-directed learning does not have statistically significant added effects. And flow experience in learning has positive effects on the consequence variables of flow experience in learning- self-reported academic achievement(△R^2=.176), objective academic achievement(△R^2=.11), expected task efficacy(△R^2=.186). Especially, immediate feedback of flow conditions has positive effects on flow experience(43.8%), and sense of control has positive effects on self-reported academic achievement(13.9%), objective academic achievement(8.3%), expected task efficacy(16.5%). How to enhance flow experience in learning on the web-based lifelong learners was discussed on this paper. 본 연구는 경영학전공 웹기반 평생학습자를 대상으로 Csikszentmihalyi의 플로우 이론을 적용하여 학습과정을 분석하였다. 통계분석을 위하여 205명으로부터 자료를 수집하여 위계적 회귀분석을 실시하였다. 학습플로우 경험에 미치는 원인변수로서 학습플로우 조건이 가장 높은 설명력을 갖고 있었다(R2=.484). 그 외 웹기반 학습환경의 질과 자기목적적 성격은 유의하였지만 낮은 수준의 설명력의 증가를 가져왔다(△R2=.023). 자기주도학습은 유의한 설명력의 증가가 없었다. 학습플로우 조건의 하위변수 중에서는 즉각적 피드백이 학습플로우 경험의 43.8%를 설명하였다. 학습플로우 경험은 종속변수인 자기보고식 학업성취도(R2=.176), 객관적 학업성취도(△R2=.110), 기대과업수행효능감(△R2=.186)에 유의한 영향을 미치고 있었다. 학습플로우 경험의 하위변수 중에서 통제감이 학업성취도와 기대과업수행효능감에 높은 영향을 미치는 것으로 나왔다. 이밖에 본 연구는 경영학 전공 웹기반 평생학습자의 학습플로우 경험을 증진시키기 위한 방안과 학습플로우 경험의 결과에 대하여 상세하게 논의하고 있다.

창의적 문제해결을 위한 웹기반 교수-학습 모형과 학습 환경 설계 : 수학교과에서의 예시를 중심으로

구양미,김영수,노선숙,조성민 이화여자대학교 사범대학 교과교육연구소 2006 교과교육학연구 Vol.10 No.1

본 연구의 목적은 지식기반사회의 학습도구로서 그 중요성이 증대되고 있는 인터넷과 웹을 활용하여 창의성 계발을 돕는 교수-학습 모형과 웹기반 학습 환경을 설계하는 데 있다. 본 연구에서 웹은 학습도우미(learning agent)로서 문제해결 학습상황에서 의사소통도구, 발견과 탐색도구, 지식과 경험 구성의 도구로 상정되었다. 즉, 중등 수학교과를 사례로 채택, 문제해결 학습상황에서 생각 5단계 모형(생각 열기, 생각 쌓기, 생각 나누기, 생각 다지기, 생각 펼치기)을 토대로 각 단계별로 문제의 구조 유형에 따른 사고 전략과 이에 상응하는 학습자와 교수자 활동, 웹기반 활동을 포함하는 웹기반 교수-학습 모형을 설계하였다. 설계된 웹기반 교수-학습 모형에 따라 실제 교수-학습활동 계획안을 개발하고, 창의적 문제해결 환경 지원을 목적으로 한 웹사이트를 설계하였다. 본 연구의 결과물인 웹기반 교수-학습 모형과 학습 환경은 창의적 문제해결을 위한 핵심요소로 간주되는 확산적 사고, 비판적 사고 및 교과지식이 조화롭게 활용될 수 있도록 하는데 그 주안점을 두고 있다. The purpose of this study is to design a web-based teaching and learning model and learning environment for creative problem solving in Mathematics. In this study, World Wide Web is considered as a learning agent assisting learning process as communication tools, inquiry tool, and knowledge construction tools in problem solving learning environments. The web-based teaching and learning model was developed based on "Five Stage Thinking Model" that consists of uncover ideas, accumulate ideas, share ideas, ensure ideas, and unfold ideas. According to the steps of the model, a web-based lessen plan on coordinates in middle school mathematics was developed. Finally, a web-based their divergent thinking, critical thinking and subject knowledge for mathematical problem solving creatively. Some sample web pages were suggested for developing a web site based on the purposed model and the lessen plan.

스마트기기 활용 독일어 교수와 학습용 웹앱 “Na, geht’s?” 개발 및 구축 - A1 수준 교재 “Na klar, so geht’s!” 기반 학습자 주도학습지원 도구 -

권영숙(KWAN Yeong-Sook) 장로회신학대학교 기독교사상과 문화연구원 2020 장신논단 Vol.52 No.2

우리 사회는 급속한 IT기술의 발전을 이루며 유비쿼터스 환경을 구축했고 소위 4차 산업혁명이라는 인류 문명사의 커다란 패러다임의 전환을 경험하였다. 이를 통해 지능적 사이버 물리 시스템을 기반으로 하는 유비쿼터스 혁명이 이루어져, 시공간의 제한 없이 네트워크를 이용할 수 있는 환경이 마련되었다. 또한 소형 컴퓨터라고 할 수 있는 스마트 기기의 급속한 확산으로 교육영역에서도 교육과 네트워크가 접목된 새로운 교육 형태로서의 이 러닝(e-learning), 모바일 러닝(m-learning) 그리고 유비쿼터스 러닝(u-learning) 혹은 스마트 러닝(s-learning) 등이 도입되는 등 교육방식의 혁신적인 변화가 나타났다. 이러한 격변 속에서 현대 외국어교육은 학교(c-class)에 더 이상 국한되지 않는다. 유비쿼터스 환경에서 디지털 원민이라고 불리는 젊은 세대의 학습자들은 시간과 장소의 제한 없이 이동하면서 자신이 원하는 방법으로 주도적으로 학습할 수 있게 되었으며, 차세대의 학습형태인 유비쿼터스 기반 스마트 러닝은 교수자와 학습자들에게 주목받고 있다. 본 연구는 급변하는 이러한 사회 변화 속에서 인터넷과 디지털 기기 활용에 익숙한 디지털적 습성과 사고를 지닌 학습자들의 특성과 요구에 부합하는 학습형태로 유비쿼터스 기반 스마트 러닝과 이를 위한 “Na, geht’s?” 웹앱 개발과 구축을 목적으로 하였다. 웹앱 “Na, geht’s?”의 콘텐츠 내용은 유럽참조기준 A1수준의 독일어 교재 “Na klar, so geht’s!”를 바탕으로 하며, 유비쿼터스 학습환경에서의 스마트 러닝을 위한 전제 조건인 모바일 상시 접근성, 이용 편리성과 이동성에 용이함을 위하여 부트스트랩을 기반으로 구축되었고 웹 페이지는 HTML, JavaScript, CSS 프레임워크를 이용하여 개발되었다. In our society, the u-environment was established due to the rapid development of IT technology, and through this, we experienced a large paradigm shift of human civilization, the so-called fourth industrial revolution. As a result, the ubiquitous revolution based on intelligent cyber-physical system was introduced and established an environment for accessing the network without restrictions. Also, the rapid expansion of smart devices, which are kinds of small computers, made it possible to combine education and network within education. And E-learning as a form of m-learning, u-learning or s-learning has been introduced. Modern foreign language education is no longer limited to c-classes. In the ubiquitous environment, the learners, the so- called digital citizens, initiatively learn while moving without the restrictions of time and place. The next generation of learning, the u-based smart learning, is therefore receiving attention from both instructors and students. In this study, u-based smart learning and “Na, geht"s?” web app are designed based on the digital habits and thoughts of the learners, who are familiar with the internet and digital devices, in order to meet their characteristics and demands. The content of the web app “Na, geht"s?” is based on the German textbook “Na klar, so geht"s!” at the level of the GER A1. It is built on bootstrap for ease of use, portability and accessibility, which are essential prerequisites for smart learning in the u-learning environment. Web pages were developed using HTML, JavaScript, and CSS frameworks.