• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.97-98
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• 2021

학습에 대한 적극적인 참여는 학업에서 중요한 행동이며 높은 학업 참여는 성공적인 학업성취와 밀접한 관계가 있다. 학업 참여는 학자들의 관점에 따라 행동적 참여, 정서적 참여, 인지적 참여로 구분된다. 행동적 참여는 학생들이 실제 학습활동과 과제 수행에 어떻게 참여하는가로 정의한다. 그러나 온라인 학습 환경에서는 학생들의 학습활동을 평가하는 데 어려움이 존재하여 관련된 연구의 필요성이 대두되고 있다. 본 논문에서는 영상 분석을 이용한 양방향 Convolutional LSTM 모델을 기반으로 온라인 수업 상에서 학습활동 중 하나인 손들기 행동을 인식하는 방법을 제안한다. 제안된 방법으로 학습활동 중 하나인 손들기 행동의 인식 정확도는 88%이다.

• Journal of Korean Library and Information Science Society
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• v.53 no.3
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• pp.263-285
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• 2022

This study presented the factor analysis on constructing the new factors affecting the middle school students' online learning behaviors from the questionnaires employed among middle school students. A total of 204 students participated and the data were collected in South Korea. The sample of middle school ninth-grade students was selected and used through purposive sampling. Findings from the factor analysis provided evidence for the eight-factor solution for the 35-items accounting for 66.15% of the shared variance. A wide range of factors has been considered to identify students' online learning behaviors. The appropriate experience and use of e-learning in the middle school period is also important as it will be a critical stepstone for future education. This research provides information that has been taken into account for advancing online learning to enhance the quality of e-learning systems for middle school students. The study results provided eight new factors affecting the middle school students' online learning behaviors; that is 1) communication using social media as a learning tool, 2) intention to share information using ICT, 3) addiction of technology, 4) adoption of technology, 5) seeking information using ICT, 6) use of social media learning, 7) information search using ICT, and 8) immersion of technology. This study confirmed that middle school students prefer communication using social media as a learning tool, and value intention to share information using ICT for the most part. The data obtained based on factor analysis can highlight the online learning behaviors towards a mixture of social media learning and ICT to ensure a new educational platform for the future of e-learning. This research expects to be useful for both middle schools of online learning to better understand students' online learning behaviors and design online learning environments and information professionals to better assist students who particularly need digital literacy.

• The Journal of the Korea Contents Association
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• v.18 no.5
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• pp.514-524
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• 2018

The purpose of this study was to investigate learners' reaction behaviors by the type of learning motive when teaching messages were delivered. The subjects of this study were 82 students from Auniversity and Buniversity in the metropolitan area. Students were online collaborative learning. The instructor delivered six messages. Since then, the researchers have measured the learner 's response time and the frequency and level of interaction. And analyzed using an independent sample t-test. As a result, the frequency and level of interaction increased before the message was delivered. The response time to instructional messages was the fastest among the students with performance avoidance goal orientation. Mastery goal orientation students were most sensitive to scaffolding messages. Performance avoidance goal orientation students responded most sensitively to the reminder message. Finally, Mastery goal orientation students had the most action on new topics. And performance approach goal orientation students had the most to do with accuracy and relevance.

• Proceedings of the Korean Information Science Society Conference
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• 2006.06b
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• pp.106-108
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• 2006

강화 학습은 누적 보상 값을 최대화할 수 있는 행동 선택 전략을 학습하는 온라인 학습의 한 형태이다. 효과적인 강화학습을 위해 학습 에이전트가 매 순간 고민해야 하는 문제가 탐험(exploitation)과 탐색(exploration)의 문제이다. 경험과 학습이 충분치 않은 상태의 에이전트는 어느 정도의 보상 값을 보장하는 과거에 경험한 행동을 선택하느냐 아니면 보상 값을 예측할 수 없는 새로운 행동을 시도해봄으로써 학습의 폭을 넓힐 것이냐를 고민하게 된다. 특히 단일 에이전트에 비해 상태공간과 행동공간이 더욱 커지는 다중 에이전트 시스템의 경우, 효과적인 강화학습을 위해서는 상태 공간 축소방법과 더불어 탐색의 기회가 많은 행동 선택 전략이 마련되어야 한다. 본 논문에서는 로봇축구 Keepaway를 위한 효율적인 다중 에이전트 강화학습 방법을 설명한다. 이 방법의 특징은 상태 공간 축소를 위해 함수근사방법의 하나인 타일 코딩을 적용하였고, 다양한 행동 선택을 위해 룰렛 휠 선택 전략을 적용한 것이다. 본 논문에서는 이 방법의 효과를 입증하기 위한 실험결과를 소개한다.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.53-64
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• 2020

As online learning forms centered on video lectures become more common and constantly increasing, the video-based learning environment applying various educational methods is also changing and developing to enhance learning effectiveness. Learner's log data has emerged for measuring the effectiveness of education in the online learning environment, and various analysis methods of log data are important for learner's customized learning prescriptions. To this end, the study analyzed learner behavior data and predictions of achievement by machine learning in video-based learning environments. As a result, interactive behaviors such as video navigation and comment writing, and learner-led learning behaviors predicted achievement in common in each model. Based on the results, the study provided implications for the design of the video learning environment.

• The Korean Journal of Coaching Psychology
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• v.6 no.1
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• pp.33-55
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• 2022

This study examined the effects of 1:1 online coaching for college students on self-directed learning, learning motivation and time management. The coaching program consisted of motivation, behavior and cognitive control, which are sub-factors of self-directed learning. Total of 7 sessions(80 minutes per session) were progressed. Seven participants who wanted coaching, out of the total 16 participants, were assigned to the experimental group. A non-equal control group experimental design was applied. Dependent variables were measured by questionnaire before and after the coaching, and satisfaction survey and post-interview were also conducted after the coaching. ANCOVA was adopted to test the effectiveness of the program. The statistical results indicated that the learning coaching of this study has positive effect on self-directed learning and learning motivation of university students, and has partially positive effect on time management. In addition, the mean of satisfaction survey was 4.85 and participants showed positive responses on the program.

• Journal of the Korea Convergence Society
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• v.12 no.9
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• pp.99-111
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• 2021

This study confirms whether interaction and satisfaction between educators and learners can be repeated as artistic activities in art education and compares online and offline differences. And it suggests ways to enhance the effectiveness of online art education. As a method of research, literature analysis shall be conducted on art education, educational and social interaction, satisfaction, and behavioral intent. Two surveys were conducted on online and offline education for music and art students who completed art education lectures. As a result, 89 online and 56 offline students participated. The higher the satisfaction level of educational and social interaction in art education, the more it led to artistic activities. Educational interaction in online art education was higher, social interaction was lower, and it was different from offline.

• The Journal of the Korea Contents Association
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• v.19 no.10
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• pp.385-396
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• 2019

This study was conducted to explore the characteristics of learner who showed free riding behavior in online collaborative learning. For this, 290 students from three universities in the metropolitan area were studied. The collected data are as follows. Learner characteristics are learning strategy, learning motivation, academic retardation behavior, and learning disposition. Interaction distinguished between frequency and type of message. Interaction levels were collected with frequency. The subjects with less than 5 interaction frequencies were defined as free-riding students. 43 students were classified as free riders. Learner characteristics were analyzed by cluster analysis. As a result, the learner characteristics were divided into five groups. All the free riding students belonged to 4 groups. The learner characteristics of 4 groups are as follows. First, the level of the learning strategy is very low. Second, learning motivation has a high tendency toward performance - oriented approach and high tendency to avoid performance. This tends to deliberately avoid learning. Third, the level of delayed behavior is high. This is deliberately putting off student activities. Fourth, learning tendency is high in academic anxiety, task value, self efficacy and learning belief are very low. This is a lack of confidence in learning.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.119-137
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• 2021

This study aimed to develop a teaching-learning process plan for the 'adolescent nutrition and dietary behavior' unit of middle school technology and home economics through blended learning teaching method. "Analysis-Design-Development-Evaluation and Revision" model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners' participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.

• Proceedings of the Korea Contents Association Conference
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• 2016.05a
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• pp.165-166
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• 2016

방송통신고등학교는 국가수준 교육과정의 개정 시기를 맞아 방송고 학습자 특성을 반영한 온라인 콘텐츠 설계를 위해서 콘텐츠 질 분석, 수업 구조 분석, 화면 로그인 경로 분석 등을 통해서 시행하고 방송고 온라인 콘텐츠 교수설계 모형을 도출하였다. 이에 따라 본 연구에서 도출한 온라인 콘텐츠 교수설계 모형은 먼저 크게 수업 설계, 수업 실행, 수업 평가로 구성되어 있다. 수업 설계는 학습자 분석, 교수환경분석, 교수 분석, 교수 전략개발의 단계를 가지고 있다. 수업 실행은 수업에 대한 동기 유발, 선수학습 회상, 수업 목표 제시, 수업 내용 제시 및 학습 안내 제공, 수행 행동 유도 및 피드백 제공, 목표 수행 평가, 파지 및 전이 단계를 가지고 있다. 수업 평가는 최종 수업 평가 및 최종 피드백 제공 단계를 가지고 있다.