With the society growing more information-oriented, educators have started researching on a new education paradigm called cyber education. Research is currently lacking indicators as to what will be the achievements, advantages, and disadvantages of operating cyber education. Therefore, this paper outlines the objectives of such research. First, this paper discusses the concept and features of cyber education by conducting a preliminary study and reviews its differences with conventional, face-to-face education. Indicators for measuring the efficiency of cyber education and satisfaction of students as the education target are then constructed. Finally, through empirical analysis by measuring the quality level and satisfaction of students taking cyber education, areas for improvement are identified. Cyber education has been considered an independent educational system following countless efforts toward the facilitation of cyber education; still, students are highly dissatisfied when it comes to some factors. In particular, seeking simultaneous interaction with students is known to be important; as in conventional, face-to-face education, both the educational content and professor's competency influence student satisfaction. Furthermore, the excessive control of classes makes encouraging student motivation currently difficult in cyber education.
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