• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.89-96
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• 2004

Formative evaluation is an evaluation activity performed in the process of teaching and learning. The general purpose of formative evaluation is to provide the feedback and correct identified problems in the process of teaching and learning. In this paper, we propose a system which provides each student with individualized feedback in formative evaluation. The evaluation questionnaire in the system are produced on the basis of the section criteria such as knowledge, comprehension, and application. The evaluation result is categorized and evaluated according to the given criteria. Then different feedback is provided for each student advising where he or she should make up for weak areas. Moreover our system offers instructors the itemized correct answer ratio data as well as sets of individualized feedback delivered to students. It gives an additional benefit to ensure the improvement of teaching methods.

• KIPS Transactions on Software and Data Engineering
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• v.6 no.2
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• pp.91-102
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• 2017

Many of the wearable smart fitness devices provide services related to users' heartbeat rates. These services use fixed standards which have been pre-determined based on statistical data. However, because body conditions significantly differ between individuals, the services applying fixed standards to all individuals are not reliable. This paper proposes the Feedback-RFC model which adapts heartbeat standards to individual users' exercise abilities and also proposes a method to implement the model. This paper also shows the effectiveness of the Feedback-RFC model by collecting heartbeat data from 12 participants and evaluating the model with the data.

• Journal of The Korean Association For Science Education
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• v.34 no.3
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• pp.273-283
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• 2014

The purpose of this study was to examine the potential of the use of the Classroom Response System (CRS), a kind of new ICT medium, in a quiz problem-solving oriented high school life science class. To find the usefulness of CRS as a teaching and learning strategy, the CRS group (n=34) sent prompt individual answers to the teachers' questions using the CRS terminal (Clicker), and the teacher then asked additional reasons of the individuals and gave personalized feedback. In the control group (n=35), the CRS was not used while the teacher asked overall questions and gave feedback in an undifferentiated way. As a result, the CRS increased students' interest and concentration during class, but there were no significant differences in study achievement between the two groups. However, there were significant differences between the medium-level groups when the two groups were divided into smaller ones based on their pre-scores. We suggest that, for effective use of the CRS for diagnostic and formative assessment, teachers should develop a teaching and learning strategy that can produce appropriate questions of various levels in advance, investigate the exact reasons for students' answers, and give customized feedback by individual as much as possible.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2011.11a
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• pp.220-221
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• 2011

방송 및 통신망에서 방송 및 멀티캐스트 데이터를 효율적으로 전송하기 위해 적응변조 방식을 통해 그룹 내의 사용자 개개인의 요구 성능(QoS)을 보장해주는 기술이 고려되고 있으며, 이를 위해서는 피드백 부담을 낮출 수 있는 기술 개발이 필수적이다. 본 논문에서는 멀티캐스트 그룹 내 모든 사용자가 공유하는 1bit 피드백 채널을 사용하여 그룹 내 사용자수에 관계없이 2개 또는 3개의 1bit 피드백채널만을 사용하여 적응변조(Adaptive Modulation and Coding)동작을 하는 방법을 제안하였다. 또한 제안한 방법에 대한 시스템 레벨 모의실험을 수행하여, 사용자별로 피드백 채널을 사용하는 경우와 제안된 방식을 사용하는 경우의 전송 효율을 비교분석 하여 제안된 방식의 실용성을 보였다.

• Proceedings of the Korea Information Processing Society Conference
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• 2001.04b
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• pp.1041-1044
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• 2001

현재 웹 상에서 이루어지는 교육은 개별 학습자의 학습 기대 수준에 따라 주문형(customization)과 맞춤형(personalization)교육이 요구되고 있으나 대부분 웹을 통한 교육이 획일적 커리큘럼에 따라 진행되고, 동일한 형태의 피드백을 제공하고 있어 학습자 개개인의 수준에 맞는 컨텐츠의 제공과 적절한 피드백이 이루어지지 못하고 있다. 따라서 학습 효과를 높이기 위해서는 학습자 수준에 맞는 차별화된 컨텐츠를 구성하여 제공하여야 한다. 본 연구에서는 수준별 학습, 맞춤형 교육 서비스를 제공하기 위한 컨텐츠 구성방법에 관하여 논의한다. 양질의 맞춤형 컨텐츠를 구성하기 위해 컨텐츠를 영역별로 분류하여 모듈화하고, 맞춤형 컨텐츠를 효율적으로 관리하여 학습자의 지식영역별 습득정도를 파악하고, 학습자의 수준에 맞게 융통성이 있으며 동적으로 컨텐츠를 재구성함으로써 학습자에게 가장 적절한 컨텐츠를 추출하여, 반복 학습을 통한 교육의 질적 제고를 기대한다.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.103-107
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• 2006

최근 정보화 시대에 발맞추어 나가기 위해서는 학습자의 문제해결력을 함양하기 위한 능력을 기를 수 있는 교육이 이루어져야 한다. 학습과정에서 학습자 스스로 지식을 조작하고 문제를 해결할 수 있는 학습자중심의 자기 주도적(self-directed) 학습이 강조되고 있다. 이러한 학습을 위하여 웹 기반에서의 문제은행 시스템을 이용하여 자기 주도적 학습과 수준별 학습 평가가 가능하도록 시스템을 설계 및 구현하였다. 본 연구에서 제안하는 시스템은 학습자가 스스로 필요한 문제를 출제하여 학습할 수 있으며, 문제출제 형식은 문제은행방식을 이용한 동적 출제방식을 사용하였다. 학습자가 학습 결과를 즉각적으로 확인하여 직접 피드백 할 수 있으며, 다시 풀어보기를 원하는 문제는 오답노트 기능을 통하여 복습할 수 있도록 하였다. 또한 모의고사를 통한 결과분석에 따라 개인별 심화 및 보충학습을 통해 완전학습 목표에 도달할 수 있도록 하였다. 평가 시 한 과목의 편중을 막기 위하여 비율을 설정해놓았으며, 학습통계에서 평균과 자신의 성적을 비교함으로써 철저하게 자신의 위치를 파악할 수 있도록 하였다.

• Proceedings of the Korea Information Processing Society Conference
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• 2002.11b
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• pp.1567-1570
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• 2002

PDA(Personal Digital Assistant)와 같은 Mobile 이동통신기기를 사용한 인터넷 쇼핑은 향후 E-Commerce 시장에서 가장 크게 확산되어질 한 분야로 부상되고 있다. 그러나 현재 인터넷상에 혼재 되어있는 수많은 정보에 대하여 Pocket PC 환경상의 제한된 Screen Size와 느린 통신 속도, 무선 인터넷 접속시의 높은 비용, 저장능력의 한계 등의 문제로 웹 브라우징을 통한 다량의 웹 데이터에 대한 확인과 검색이 어렵고, 사용자가 원하지 않는 정보 또한 산재되어 있어 개인화된 검색 서비스의 요구가 대두되고 있다. 본 연구에서는 PDA 및 Pocket PC를 이용하는 사용자의 관심도를 기준으로 보다 편리하고 효율적인 개인화 Interface의 제공 및 이를 이용한 손쉬운 웹 브라우징 방식을 제시한다. 또한 User 인터랙션 정보를 통해 피드백 함으로써 보다 완벽하게 사용자 개인별 취향에 접근할 수 있는 브라우징 기법을 제시한다.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.34 no.5B
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• pp.489-497
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• 2009

In the 3GPP LTE and IEEE 802.16m standardizations for IMT-Advanced, the efficient transmission of multicast and broadcast data is one of the important issues to improve system performance. Especially, to guarantee each user's QoS in the multicast group, H-ARQ or adaptive modulation are considered to be adoption, however, reduction of feedback overhead is one of the most important issues. In this paper, performance of the previously proposed OOK (On-Off Keying) based common ACK/NACK feedback channel is analyzed through theoretical analysis and simulation. Based on the results, system parameter optimization methods for common feedback channel are proposed. In addition, through computer simulation, it is shown that the common feedback method according to the proposed feedback parameter optimization can feedback ACK/NACK information for multicast H-ARQ transmission, more reliably than the conventional user dedicated feedback method in 3GPP LTE systems, and can reduce the feedback overhead as well.

• Journal of Internet Computing and Services
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• v.15 no.5
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• pp.33-41
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• 2014

The purpose of this study is to provide statistical analysis based suggestions on effective methods to take advantage of social network service (SNS) for educational purposes based on investigations of undergraduate students with high utilization of SNS. To achieve this, we conducted an open questionnaire survey and qualitatively analyzed the data using NVivo 10 program. Additionally, to visualize the analysis by education subject of the SNS educational methods, we have divided the data into 3 categories of teacher, student and common area. As a result, our analysis showed that the exchange opinions and discussions, information sharing and learning of contents of questions and answers, surveys, intimacy formation, counseling etc. were of the common area. Furthermore, teacher area included the notice announcement, teaching materials sharing, real-time assessment (quiz), attendance check, assignment grading and feedback, etc. Finally the student area was of project activities (group/individual), prepare and review the shared data, video self learning, peer review and feedback of projects, lecture evaluation, etc.

• Journal of Gifted/Talented Education
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• v.21 no.4
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• pp.907-925
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• 2011

This study is a report about the two summer camps of 2009 and 2010, which were held by some gifted classes of Liberal Arts areas in Chungnam Province. The students' self- directed methods, making an own project topic and an outline plan for that by students themselves before the camp, raised up the students' satisfaction of the camp effectively. Staying with their peer students and teachers for 3 days gave the gifted students a chance for relationship, self-confidence, and self-sufficiency. These joint summer camps provided the students with cognitive development, motivations and a chance to meet other gifted students. Teachers' preparation for the camp, their concrete feedback to each student's project, and students' time spending on one's own camp project were correlated with the students' satisfaction of the camp program. Experience of teacher training in gifted education made significant differences in understanding gifted students and expectations of students' social and emotional development throughout and after the camp.