• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.385-386
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• 2014

적절한 강의평가는 질 높은 강의가 될 수 있도록 역할을 하기도 한다. 강의평가는 교수에게 좋은 강의를 철저히 준비 할 수 있도록 유도하는 외적 자극요소인 동시에 강의개선에 대한 피드백 효과를 주어 보다 나은 강의를 할 수 있게 해준다. 또한 학습의 주체인 학생에게는 배울 권리를 보호 받을 수 있다는 유익함을 준다. 본 연구는 강의평가 방식중 하나인 설문지를 모바일 기반에서 편리하게 관리하며, 그 설문을 통해 나타난 결과를 토대로 교수가 질 높은 교육을 할 수 있는 피드백 효과를 얻도록 하는 시스템을 설계하고자 한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2004.05a
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• pp.957-960
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• 2004

원격 교육에서 실습 관련 교과목에 대한 이해 접근 방법은 시각적인 학습을 통해 이루어지는 것이 보다 효율적이고 능률적이다. 그러나 사이버 강의에서 실습관련 교과목 피드백 시 직면하게 되는 가장 대표적인 문제점은 설명하기 어렵거나 이해하기 어려운 상황에 대해 학습자는 문자로서만 교수자에게 전달해야 하고, 교수자는 그 상황을 유추해서 응답 해주어야 한다는 사실이다. 따라서 학습 매체로써 탄력적인 수업이 이루어지기 위해서는 다양한 형태의 피드백으로 강의 컨텐츠를 개발하고 이를 적용하여, 교수자가 학습자의 실습 내용을 실시간으로 볼 수 있는 프로그램과 시스템의 개발이 필요하다. 본 연구에서는 여기에 초점을 맞추어 실습과목의 효과적인 피드백을 구현할 수 있는 방법을 제안하고 검증하였다.

• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.309-324
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• 2021

From the past to the present, general mathematics classes have pursued changes in the educational environment. However, due to the actual college education conditions, general lecture classes are taking place. In this study, we wanted to find teaching and learning methods that would help students in general lecture classes. As a result, one group that took notes about class content and provided feedback on individual tasks was more effective in math achievement than the group that provided feedback on the same task. In addition, one group who took notes on class content and provided feedback on individual assignments was more effective in math achievement than the group who took notes on class content and provided feedback on the same task.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.111-122
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• 2005

The goal of this study was to investigate the differences in the effect of feedback from different providers on elementary school students' science achievement and to examine the responses of the students regarding the feedback. Three 6th grade classes were chosen to be assigned as experimental group 1, experimental group 2, and control group, respectively. In experimental group 1, the teacher provided feedback with students concerning the formative evaluations which were conducted periodically. Experimental group 2 was the one in which students were organized into small groups to compose and exchange feedback with one another. No feedback was of offered to students in the control group. The results of the science achievement test indicated ,that the provision of feedback by the teacher resulted in more gains in student academic achievement. The interviews with students revealed that the learners made positive responses to the feedback provided by the teacher while they showed negative attitudes toward the feedback exchange among students. There were also differences in student responses to feedback between high and low achievers in science. Implications for science lessons and science education research were presented and discussed.

• Journal of the Institute of Electronics Engineers of Korea CI
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• v.41 no.3
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• pp.79-90
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• 2004

Systematical robust stability analysis and design scheme for the feedback linearization control systems via fuzzy modeling are proposed. It is considered that uncertainty and disturbances are included in the Takagi-Sugeno fuzzy models representing the nonlinear plants. Robust stability of the closed system is analyzed by casting the systems into the diagonal norm bounded linear differential inclusions and by converting the analysis and design problems into the linear matrix inequality optimization, a numerical method for finding the maximum stable ranges of the fuzzy feedback linearization control gains is also proposed. To verify the effectiveness of the proposed scheme, the robust stability analysis and control design examples are given.

• Proceedings of The KACE
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• 2017.08a
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• pp.227-230
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• 2017

전 세계적으로 과학, 기술, 공학, 예술, 수학이 융합된 STEAM교육이 강조되고 있는 가운데 우리나라도 STEAM교육의 효율성을 높여줄 수 있는 콘텐츠에 대한 관심과 적용이 늘어가고 있다. 본 논문은 "공업입지론" 내용을 바탕으로 개발된 에듀테인먼트 콘텐츠의 교육적 효과를 향상시키고자 분석 피드백 기능을 강화하였다. 강화된 분석 피드백 기능은 첫째, 학습자가 공장 선택 조건과 각 공장의 장점 확인, 둘째, 상품의 운송조건 제시, 셋째, 학습 결과에 대한 분석이다. 이에 학습자가 콘텐츠를 통해 학습하는 과정에서 분석 피드백을 제공 받아 학습에 대한 이해도 등 교육적 효과를 향상 시키고자 한다.

• Journal of the Korean Institute of Intelligent Systems
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• v.13 no.5
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• pp.582-589
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• 2003

This paper presents the robust stability analysis and design methodology of the fuzzy feedback linearization control systems. Uncertainty and disturbances with known bounds are assumed to be included Un the Takagi-Sugeno (TS) fuzzy models representing the nonlinear plants. $L_2$ robust stability of the closed system is analyzed by casting the systems into the diagonal norm bounded linear differential inclusions (DNLDI) formulation. Based on the linear matrix inequality (LMI) optimization programming, a numerical method for finding the maximum stable ranges of the fuzzy feedback linearization control gains is also proposed. To verify the effectiveness of the proposed scheme, the robust stability analysis and control design examples are given.

• Korean Journal of Cognitive Science
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• v.28 no.1
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• pp.65-90
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• 2017

Rewards or penalties become informative only when contingent on an immediately preceding response. Our goal was to determine if the brain responds differently to motivational events depending on whether they provide feedback with the contingencies effective for learning. Event-related fMRI data were obtained from 22 volunteers performing a visuomotor categorical task. In learning-condition trials, participants learned by trial and error to make left or right responses to letter cues (16 consonants). Monetary rewards (+500) or penalties (-500) were given as feedback (learning feedback). In random-condition trials, cues (4 vowels) appeared right or left of the display center, and participants were instructed to respond with the appropriate hand. However, rewards or penalties (random feedback) were given randomly (50/50%) regardless of the correctness of response. Feedback-associated BOLD responses were analyzed with ANOVA [trial type (learning vs. random) x feedback type (reward vs. penalty)] using SPM8 (voxel-wise FWE p < .001). The right caudate nucleus and right cerebellum showed activation, whereas the left parahippocampus and other regions as the default mode network showed deactivation, both greater for learning trials than random trials. Activations associated with reward feedback did not differ between the two trial types for any brain region. For penalty, both learning-penalty and random-penalty enhanced activity in the left insular cortex, but not the right. The left insula, however, as well as the left dorsolateral prefrontal cortex and dorsomedial prefrontal cortex/dorsal anterior cingulate cortex, showed much greater responses for learning-penalty than for random-penalty. These findings suggest that learning-penalty plays a critical role in learning, unlike rewards or random-penalty, probably not only due to its evoking of aversive emotional responses, but also because of error-detection processing, either of which might lead to changes in planning or strategy.

• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.969-978
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• 2016

The purpose of this study is to figure out gifted elementary science students' improvement in performing open inquiry after peer review. In this study, gifted fifth-grade students performed open inquiry and review of each other as peers after the inquiry. Students' inquiries were evaluated and the influences of the feedback from the peer reviews were analyzed in relation to the inquiry performances. As a result of this study, three key points were discovered: First, the evaluation score increased with frequent feedback or long discussions. On the other hand, with less feedback, the evaluation score didn't rise. Second, there were three types of improvement in inquiry related to peer review: No. 1 was improvement after feedback given by themselves. No. 2 was reflection of feedback given to other groups. As a last type, No. 3 was that the students learned from other groups' presentation without any feedback and improved their inquiry. Third, there were five kinds of giving feedback; (1) feedback understanding the inquiry correctly, (2) insufficiency of peer's inquiry without deep thought. (3) on the usefulness of the inquiry, (4) on the scientific and logic validity through critical thinking, and (5) how to develop the inquiry. In these kinds of feedback, the fourth kind of feedback (4) occurred most frequently but the fifth (5) occurred rarely. It means peer review helps students develop their critical thinking ability and teachers should encourage students to give peers feedback of the fifth kind.

• Magazine of the Korea Concrete Institute
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• v.9 no.6
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• pp.165-174
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• 1997

고강도 및 보통강도 콘크리트의 압축파괴 거동에 영향을 미치는 요소들 (재료의 강도, 시편의 세장비, 전단구속, 실험장치의 강성, 피드백 신호)에 관한 연구가 수행되었다. 피드백 신호로 자동 조절되는 유압 실험기계항에서 원주변형 피드백 신호를 사용하여 연화곡선을 구했다. 재하장치로부터의 단부 전단 구속을 줄이면 제한된 영역 안에서 재하방향 균형이 형성되고, 또한 연화곡선의 경사가 급해지고 파괴에너지도 작아진다. 이때 길이가 큰 시편에서 파괴에너지가 커지는 것은 안장과는 달리 단순균열이 형성되는 것이 아니고 , 파괴가 용적을 가진다는 것을 의미한다. 압축응력하의 국부 파괴는 재료특성이 아니므로, 단부 전단구속이 없더라도 재료적 특성으로서의 응력-변형도 곡선은 정하기 어렵다.