• The Korean Journal of Coaching Psychology
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• v.7 no.2
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• pp.47-74
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• 2023

The purpose of this study was to test the effectiveness of a group coaching program to promote metacognitive learning ability in an academic context for adult learners enrolled at a distance university. The topics and objectives of the group coaching program focused on understanding and applying the elements of 'metacognitive knowledge', and each session was conducted online by integrating 'planing-monitoring-regulating', an element of 'metacognitive regulation', into the REGROW model of coaching. To verify the effectiveness of the program, research participants were recruited from adult university students enrolled in A Cyber University and assigned to the experimental and control groups. The experimental group was given the program, while the control group was given the program after the completion of the study. Metacognitive learning ability level and academic self-efficacy were tested before and after the program for both groups, and a satisfaction survey was conducted for the experimental group. Analyses of the data revealed that the experimental group showed higher scores on both the overall and sub-scales of perceived metacognitive learning ability and academic self-efficacy compared to the control group. Participants in the experimental group also reported high satisfaction with the program, increased knowledge of metacognition, awareness and application of metacognitive strategies, and found the group coaching approach beneficial. Based on these findings, implications, and suggestions for future research are presented.

• 한국벤처창업학회:학술대회논문집
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• 2023.04a
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• pp.89-92
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• 2023

본 연구의 목적은 청소년기업가정신교육 효과성검증에 관련한 선행 연구에서 잘 다루어지지 않았던 4가지 변인(자기주도학습, 메타인지, 진로정체성, 기업가인식)이 청소년기업가정신교육 후에 통계적으로 유의미하게 상승하였는지 탐색적으로 분석해 보는데 있다. 이를 위하여 2020년 및 2021년 JA Korea-삼성 청소년기업가정신교육 프로그램에 참여한 고등학생 101명을 대상으로 자기주도학습능력, 메타인지, 진로정체성, 기업가인식 요소를 교육 사전-사후로 나누어 대응분석을 수행하였다. 연구 분석 결과, 2020년 및 2021년 JA Korea-삼성 청소년기업가정신교육에 참가한 학생들의 자기주도학습능력, 메타인지, 진로정체성, 기업가징신 요소는 모두 통계적으로 유의미하게 상승하였다. 이는 향후 청소년기업가정신교육 연구에 있어 교육대상자의 역량 변화와 성장에 미치는 요인을 파악하고 다양한 요소 간의 관계 분석을 하는데 있어 기반이 되는 연구로 활용될 것으로 기대한다.

• Proceedings of the Korea Information Processing Society Conference
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• 2008.05a
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• pp.296-299
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• 2008

E-Learning 환경에서 학습자에게 보다 정확한 맞춤형 교육 시스템을 제공하기 위하여 평가 문항 및 학습 문항의 난이도, 변별도 등과 같은 문항 정보 활용이 필요하다. 본 논문에서는 문항 난이도, 변별도의 수치를 메타데이터에 저장하고, 평가 문항 및 학습 문항을 저작할 수 있는 템플릿(Templates) 및 GUI(Graphical User Interface) 기반의 SMIL(Synchronized Multimedia Integration Language) 저작도구를 설계 구현 하였다. 구현한 시스템은 SMIL 문법을 모르는 교수자가 문항 난이도, 변별도를 메타데이터에 저장하고, 학습 문항을 쉽게 저작하는데 효율적이다. 또한 저작된 문항은 XML(Extensible Markup Language) 기반 메타데이터를 활용함으로서 다른 플랫폼과의 통합 관리 및 재사용에 용이하다.

• The Journal of Korean Association of Computer Education
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• v.9 no.1
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• pp.61-70
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• 2006

In the area of e-learning education, SCORM2004 that is suggested by ADL and is a defacto standard allows to design and apply various interrelations among learning objects which organize learning process through consolidating IMS Simple Sequencing into S&N. In this paper, we intend to realize a web_based adaptive learning management that enable to guide experientially the learning activity through the SCORM 2004 S&N and the Traffic-Signal-Lamp Metaphor. This adaptive system allows professor to design the learning courseware realizing various learning strategies to be able to reuse same learning contents and student to be leaded a adaptive learning through being supplied immediately the state and evaluation of learning.

• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.439 -447
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• 2023

This paper aims to develop a map for optimized class space using ZEP among the metaverse platforms. As a research method, the classroom space was organized so that the subject of learning became a learner, and the classroom space was modified and supplemented to optimize while being applied to elementary school computer classes. The contents of the study investigated learners' prior perception of metaverse, and compared and analyzed the advantages and disadvantages of the metaverse platform. In addition, the map was designed by reflecting the results of the survey, and after applying the map to the class, necessary APIs and apps were installed to supplement it. As a result, the learner became the subject of learning in the metaverse space, freely identified the space, and actively participated in the class. In particular, we found that students who were passive offline and those who had a low participation rate due to lack of skills participated more actively. In particular, students who were passive offline or whose participation was low due to lack of skills participated more actively. If API and JavaScript programs are added to collect log data of learners for learning analysis, real-time feedback is possible for learners, and learner feedback is possible for instructors with statistical data. If this is possible, the metaverse space can fully expect the role of a learning assistant for learners and a teaching assistant for instructors.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.

• Proceedings of the Korea Information Processing Society Conference
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• 2021.05a
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• pp.212-215
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• 2021

본 논문에서는 딥러닝의 CNN(Convolution Neural Network) 학습을 통하여 악성코드를 실행시키지 않고서 악성코드 변종을 패밀리 그룹으로 분류하는 방법을 연구한다. 먼저 데이터 전처리를 통해 3가지의 서로 다른 방법으로 악성코드 이미지와 메타데이터를 생성하고 이를 CNN으로 학습시킨다. 첫째, 악성코드의 byte 파일을 8비트 gray-scale 이미지로 시각화하는 방법이다. 둘째, 악성코드 asm 파일의 opcode sequence 정보를 추출하고 이를 이미지로 변환하는 방법이다. 셋째, 악성코드 이미지와 메타데이터를 결합하여 분류에 적용하는 방법이다. 이미지 특징 추출을 위해서는 본고에서 제안한 CNN을 통한 학습 방식과 더불어 3개의 Pre-trained된 CNN 모델을 (InceptionV3, Densnet, Resnet-50) 사용하여 전이학습을 진행한다. 전이학습 시에는 마지막 분류 레이어층에서 본 논문에서 선택한 데이터셋에 대해서만 학습하도록 파인튜닝하였다. 결과적으로 가공된 악성코드 데이터를 적용하여 9개의 악성코드 패밀리로 분류하고 예측 정확도를 측정해 비교 분석한다.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.363-370
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• 2006

In this paper we have developed metadata system in order to utilize and refer to ICT educational resources which stand on the basis of standard international metadata " DC Core Education" by analyzing into the time input resources during each lessons. This metadata system makes addition metadata elements(introduction, development, review) in the flow of a general lesson to many ICT educational resources and high quality educational information in the web. It means elementary school teachers feel easy and convenient by offering systematically interface and unify reference. The system could expect to willing to help effectively lessons with ICT.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.369-373
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• 2022

기존의 관계 추출 태스크에서의 많은 연구들은 사전학습 언어모델을 파인튜닝하여 뛰어난 성능을 달성해왔다. 하지만, 파인튜닝은 사전학습 시의 학습 기법과의 간극으로 인해 일반화 능력을 저해한다. 본 연구는 다운스트림 태스크를 사전학습의 Masked Language Modeling (MLM) 기법을 통해 해결하는 프롬프트 기반의 학습 기법을 활용하여, 특정 한국어 도메인에서의 관계 추출을 위한 프롬프트 기반 파인튜닝 방법론을 제안한다. 실험의 경우, 도메인의 특성이 뚜렷한 전통문화유산 말뭉치를 대상으로 실험을 진행하여 본 방법론의 도메인 적응력을 보이며, 메타 정보 즉, 개체 유형 및 관계 유형의 의미론적 정보를 일종의 지식 정보로 활용하여 프롬프트 기반 지식 주입의 효과성을 검증한다. 프롬프트에의 메타 정보의 주입과 함께 프롬프트 기반으로 파인튜닝된 모델은 오직 MLM 기법만을 이용하여 태스크를 수행하여 기존 파인튜닝 방법론 대비 파라미터 수가 적음에도, 성능 면에서 대부분 소폭 상승하는 경향을 보여줌으로써 그 효과성 및 효율성을 보인다.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.327-336
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• 1998

The purposes of this study were to investigate 6th-graders' use of cognitive strategies and metacognitive strategies in usual learning and testing situations, and to compare the difference in the use of the strategies by students' science achievement, learning motivation, and gender. The relationship among these strategies, science achievement, and learning motivation were also examined, and the portion of variance of explanation for achievement score was studied by a multiple regression analysis. The results showed that high-achieving students used more cognitive strategies and metacognitive strategies in usual learning and more cognitive strategies in testing situations than low-achieving students. Highly motivated students used more cognitive and metacognitive strategies than poorly motivated students in all situations. Elementary female students used more learning strategies than male students in usual learning. On the other hand, no gender differences was found to be significant in the use of strategies in testing situations. These learning strategies were significantly correlated with the science achievement and motivation scores. The cognitive strategies in usual learning accounted for the significant portion of the variance of the achievement score. Educational implications are discussed.