• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.31-39
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• 2013

We developed a smart learning system by using the 'bring your own device' concept, which means the policy of permitting teacher and learners to bring personally owned mobile devices such as laptops, tablets, smart phones, etc. and applied the system to school classes. In addition, we analyzed the learner's satisfaction related to interfaces, interactions, applications, technical support, and evaluation areas. The evaluation system consists of App program for tablet PC's and smartphones, web program for desktop PC and electronic teaching desk, and server program for evaluation and database. Because all the teaching materials, feedback data and evaluation materials about learners are stored on the server, students can receive the necessary data through real-time feedback using their smartphones and desktop PC's. As a result, it could increase educational achievement with interest in learning.

• Proceedings of the Korean Information Science Society Conference
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• 2004.04b
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• pp.667-669
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• 2004

적응적 웹기반 기법에서 학습자의 반응이나, 탐색 행동의 근본적인 원인이 되는 학습 동기, 지각 등에 대한 판단을 정확히 할 수 없기 때문에, 학습자에게 완전히 적응적인 수업 환경을 조성해 주는 데는 한계가 있다. 이러한 한계를 극복하기 위한 대안으로 학습자간 상호작용이나 협동 학습을 지원하는 웹기반 교수 시스템이 제안되고 있다. 본 논문에서는 웹기반 환경에서 학습자들간의 협동학습을 효과적으로 지원하는 적응형 교수 시스템을 제안한다. 본 시스템은 협동학습 공간에서 주어진 과제를 수행하기 위해 발생되는 학습자들의 대화와 서로간의 상호작용을 분석하여 적절한 조언을 제공함으로서 협동학습이 효과적으로 이루어 질 수 있도록 지원한다.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.724-729
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• 2001

웹기반 수업(Web-Based Introduction: WBI)은 학습자의 지식이나 능력을 향상시키기 위하여 의도적인 상호작용을 웹을 통해 전달하는 활동으로서 자기주도적학습을 가능하게 하고 통시적 커뮤니케이션 통로를 제공하며 다양한 학습 지원 도구를 제공한다. 따라서 본 연구는 시간과 공간의 제약을 받지 않고 학습자가 원하는 시간에 원하는 시간만큼 학습할 수 있는 인격강의시스템을 현장에 도입하여 수업운영에 효과적으로 활용하고자 한다.

• The Journal of the Korea institute of electronic communication sciences
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• v.18 no.3
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• pp.521-526
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• 2023

Due to the recent pandemic, most educational systems are being conducted through online classes. Unlike face-to-face classes, it is even more difficult for learners to maintain concentration, and evaluating the learners' attitude toward the class is also challenging. In this paper, we proposed a real-time concentration-based review support system for learners in real-time video lectures that can be used in online classes. This system measured the learner's face, pupils, and user activity in real-time using the equipment used in the existing video system, and delivers real-time concentration measurement values to the instructor in various forms. At the same time, if the concentration measurement value falls below a certain level, the system alerted the learner and records the timestamp of the lecture. By using this system, instructors can evaluate the learners' participation in the class in real-time and help to improve their class abilities.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.99-110
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• 2010

In order to adapt learners' individual differences in learning ability, individual learning and level-learning have been recommended. However, instructing each student accordingly is not easy issue. In this paper, an online learning support system based on Keller's Personalized System of Instruction theory is developed. As a class-based system, it supports teachers and students to conveniently conduct frequent formative evaluations. It enables students to study at their own learning pace and to reach their learning goals. And it adopts point system and level system to induce self-directed participation. Our implementation results confirm teachers can conduct formative evaluations efficiently.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.12 no.7
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• pp.1329-1337
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• 2008

The project of Education information is promoted to maximize the efficiency of Teaching-Learning at schools. So Ministry of Education & Human Resources Development develops and spreads the Computer Assisted Instruction(CAI) and outstanding Educational Software to help learners who can utilize this software and make learning environment to form their own recognition. As the number of this software is increased, the necessity of management of Educational Software is required. This study divides Educational Software into three kinds, teaching-learning software, business management software, and system management software, and suggests how to use these softwares effectively according to this division. After the users log into the system through joining members, they are divided into manager module, teachers module, and students module. The manager manages all software like registration, revision, reference of date and so on. The teacher accesses properly. The student accesses teaching-learning software and prepares and reviews his lessons at any time.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2009.05a
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• pp.777-780
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• 2009

학교의 컴퓨터 실습실 환경에서 컴퓨터들의 교육용 관리, 제어 시스템으로 교육의 질적 성장욕구에 적극적으로 대응하고, 교육환경을 효과적으로 지원하여 보다 관리하기 편리한 실습실 환경을 구축하기 위한 강의지원 시스템을 구현한다. 시스템의 기능으로 학습자의 화면을 실시간으로 모니터링할 수 있어 수업상황을 관리, 감독할 수 있다. 그리고 원격제어를 이용하여 특정 학습자와 1:1 개별학습이 가능하다. 또한, 강사의 실습화면을 학습자 컴퓨터로 전송, 전원제어, 채팅, 실습 컴퓨터 Lock 기능 등이 있다. 이 시스템으로 인한 기대효과로 수업의 집중화, 인적자원의 낭비 최소화, 시간적 자원의 낭비 최소화, 편의성 증대 등을 들 수 있다.

• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.523-533
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• 2022

During the COVID-19 pandemic, the use of video classes and real-time online education has increased, but the lack of interaction between instructors and learners remains a challenging problem to be resolved. This paper designs and implements a learning support system that utilizes a digital human to improve faculty-student interaction, which plays an important role in increasing the educational effect and satisfaction of real-time online classes. In this paper, a digital human participates in a class as a virtual learner and asks questions raised by other learners through an anonymous chat system to the instructor on behalf of the learners. In addition, as a class facilitator, the digital human analyzes the lecturer's speech in real time and provides it to the learner in the form of a summary of the class, thereby facilitating faculty-student interaction. In order to confirm that the proposed system can be used in actual online real-time classes, we apply our system to Zoom classes. Experimental results show that facilitated Q&A and real-time class summaries are successfully provided through our digital human-based learning support system.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.303-310
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• 2018

The purpose of this study was to analyze future student competency based elementary Korean language classes to examine how they can be combined with current classes based on achievement criterion. Focus Group Interviews (FGI) were conducted with elementary teachers to find current lesson plans and design strategies, and to analyze their perception of future student competency proposed by Ministry of Education. After competency based lesson design was combined with regular class and implemented, teachers were finally interviewed for feedback of the classes. This study found problem issues such as conception of core competencies, gap between student achievement and competency accomplishment, student evaluation system as well as administrative support for execution. This study concluded that teacher training and systematic support should be enforced to ensure teachers competencies before demanding strategically.

• Journal of the Korean Society of Radiology
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• v.14 no.4
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• pp.405-413
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• 2020

Expectations and interests in blended learning are increasing as universities respond to the educational flow of transition to e-learning. This study analyzed the difference between the satisfaction of students in the first grade of radiology and the general characteristics of the subjects when applying blended learning. First, the satisfaction according to the class type was the highest in blended learning classes at 47.2%, followed by lecture room classes at 30.6% and remote classes at 22.2%. Second, the place where the remote lecture was watched by viewing the remote class according to the general characteristics was the highest at 94.4%. The most common medium for attending the remote class was using a PC, with 72.2%, and there was no significant difference in the remote class viewing method (p>0.05). Third, the appropriateness of the blended learning, "Remote lectures and lecture room lectures were properly conducted," had the highest score of 4.27±0.70. In addition, there was no significant difference in response to the teaching method according to gender and age (p>0.05). Fourth, the technology and system support,'Technical support and system support must be done when taking a remote lecture,' showed the highest score of 3.41±0.96. The lack of communication between professors and students,'In the remote class, communication between professors and students is insufficient' was the lowest with 2.88±1.00. In addition, there was no significant difference in the improvement of class according to gender and age (p>0.05). Through this study, it was intended to serve as a basis for the plans of blended classes and the policies of schools that introduced blended classes.