• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.594-603
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• 2021

This study explored the moderating effects of task difficulty for flow, learning motivation, and interesting in distant PBL classes of pre-service teachers. For this, the research model was constructed by analyzing previous studies. The research model verification was conducted by 105 students of taking courses in the curriculum. The distant PBL used a real-time video conference system. Cooperative activities were carried out in real time. After the end of the distant PBL activity, the level of learning motivation, interesting, flow, and task difficulty perception were measured. The collected data were analyzed using a test of the structural model invariance across the groups using a structural equation model. This analysis verifies the difference in path coefficients between measurement models. The control effect of task difficulty was verified through the difference in path coefficient. As a result, it was verified that interesting mediates the influence of learning motivation on flow. And the moderating effect of the perceived task difficulty appeared on the path from learning motivation to interesting.

• The Journal of the Korea Contents Association
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• v.21 no.2
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• pp.395-405
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• 2021

This study explored the structural relationship between achievement goal orientation, learning motivation, and level of interest on the level of flow in distance PBL classes. A structural model was constructed through analysis of previous studies. Data for the verification of the structural model were collected from 59 students in the teaching courses. The study took PBL lessons remotely. After the PBL class was ended, flow, achievement goal orientation, learning motivation, and level of interest were measured. The collected data were analyzed using the structural equation model analysis method. As a result, the structural model proposed in this study was verified to be valid. It was verified that the level of interest mediated the influence of achievement goal orientation and learning motivation to influence commitment. Next, it was verified that the path through which the level of interest mediates the effect of achievement goal orientation has the greatest influence. Therefore, it is possible to suggest that the level of flow can be adjusted if the level of interest is adjusted in consideration of the achievement goal orientation of learners when operating distance PBL classes.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.91-97
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• 2022

Recently, as per a representative education method to develop core capabilities (such as critical thinking, communication, collaboration, and creativity) problem based learning (PBL) has been widely adopted in universities. Two important features of PBL are 'collaboration between team members' and 'participation based self-directed learning'. These two features should be satisfied in online education, although it is difficult due to the limitation on space and time in the COVID-19 pandemic. This paper presents a new design of PBL class in Metaverse, based on improving the online PBL class operated in the previous semesters in the H university. In the proposed PBL class, students are able to display materials (e.g., image, pdf, video files) in 3D virtual space, that are related to problem solving. The 3D virtual space is called gallery in this paper. The concept of gallery allows for active participation of students. In addition, the gallery can be used as a tool for collaborative meeting or for final presentation. If possible, the new design of PBL class will be applied and its effectiveness will be analyzed.

• Korean Journal of Remote Sensing
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• v.36 no.5_1
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• pp.793-806
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• 2020

In this study,for YSU (Yonsei University), MYJ(Mellor-Yamada-Janjic), ACM2 (Asymmetric Convective Model), and BouLac (Bougeault-Lacarrere) PBL schemes, numerical experiments were performed for the case period (June 26-30, 2014). The PBLH calculated by using the backscatter signal produced by the mobile vehicle-mounted lidar system (LIVE) and the PBLH calculated by the prediction of each PBL schemes of WRF were compared and analyzed. In general, the experiments using the non-local schemes showed a higher correlation than the local schemes for lidar observation. The standard deviation of the PBLH difference for daylight hours was small in the order of YSU (≈0.39 km), BouLac (≈0.45 km), ACM2 (≈0.47 km), MYJ (≈0.53 km) PBL schemes. In the RMSE comparison for the case period, the YSU PBL scheme was found to have the highest precision. The meteorological lider mounted on the vehicle is expected to provide guidance for the analysis of the planetary boundary layer in a numerical model under various weather conditions.

• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.549-560
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• 2005

Web-based distance teacher training should focus on increasing self-directed problem solving skills of trainers by problem-based instruction(PBL). Performance assessment evaluates achievement of learning goals through the practical performance learning to solve problems in the real situation. This study proposes a web-based performance assessment model for the distance teacher training. It reflects fairness and objectiveness issues of performance assessment which elementary teachers are concerned about through the survey on distance teacher training, and relieves instructors from overload of managing and scoring performance tests. The proposed model provides problem-based learning situations, interactions between individuals and groups, and web-based cooperative evaluation and the peer evaluation.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.6
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• pp.573-578
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• 2019

This paper applied to the Korean Lesson using PBL(Problem-Based Learning) based on Google Classroom for Mongolians. Recently, Mongolians trying to learn Korean because of Korean wave. This study aims to develop the online problem-based learning model as a way to develop the creative problem-solving ability of Mongolians who want to learn Korean. We applied 3 problems for 9 weeks. This study shows that the participants experienced the effectiveness of Google Classroom and PBL in many ways, 93% of the participants reported that Google Classroom and PBL helped them to learn Korean easily and interesting distance learning model, 90% of the participants prefer to explore Googlish programs and online learning, 85% of them said that increased interaction others in online environment easily. 100% of them said that thankful for learning Korean with Online tutor anytime on Google Classroom. Truly, 86% of them said PBL was hard to generate and understand it because very new instruction for them and working with team in online learning environment. The study showed that members of Korean Lesson experienced various effects such as understanding of learning contents, understanding of cooperative learning, practical experience, creative problem solving ability, presentation skill, communication ability, self - directed learning ability, self - confidence through Google Classroom based PBL.

• Proceedings of the KSRS Conference
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• 2007.10a
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• pp.298-301
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• 2007

Vertical distribution and optical properties of atmospheric aerosols above the Korean peninsula are quite important to estimate effects of aerosol on atmospheric environment and regional radiative forcing. For the first time in Korea, vertical microphysical properties of atmospheric aerosol obtained by inversion algorithm were analyzed based on optical data of multi-wavelength Raman lidar system developed by the Advanced Environmental Monitoring Research Center (ADEMRC), Gwangju Institute Science and Technology (GIST). Data collected on 14 June 2004 at Gwangju ($35.10^{\circ}N$, $126.53^{\circ}E$) and 27 May 2005 at Anmyeon island ($36.32^{\circ}N$, $126.19^{\circ}E$) were used as raw optical data for inversion algorithm. Siberian forest fire smoke and local originated haze were observed above and within the height of PBL, respectively on 14 June 2004 according to NOAA/Hysplit backstrajectory analysis. The inversion of lidar optical data resulted in particle effective radii around 0.32 ${\mu}m$, single scattering albedo between 0.97 at 532 nm in PBL and effective radii of 0.27 ${\mu}m$ and single scattering albedo of 0.92 above PBL. In the case on 27 May 2005, biomass burning from east China was a main source of aerosol plume. The inversion results of the data on 27 May 2005 were found to be particle effective radii between 0.24 ${\mu}m$, single scattering albedo around 0.91 at 532 nm. Additionally, the inversion values were well matched with those of Sun/sky radiometer in measurement period.

• Korean Journal of Remote Sensing
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• v.32 no.6
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• pp.629-637
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• 2016

In this present study, we identified the $SO_2$ effect on $O_3$ retrieval from the Ozone Monitoring Instrument (OMI) measurement over Chinese Industrial region from 2005 through 2007. The Planetary boundary layer (PBL) $SO_2$ data measured by OMI sensor is used in this present study. OMI-Total Ozone Mapping Spectrometer (TOMS) total $O_3$ is compared with OMI-Differential Optical Absorption Spectrometer (DOAS) total $O_3$ in various $SO_2$ condition in PBL. The difference between OMI-TOMS and OMI-DOAS total $O_3$ (T-D) shows dependency on $SO_2$ (R (Correlation coefficient) = 0.36). Since aerosol has been reported to cause uncertainty of both OMI-TOMS and OMI-DOAS total $O_3$ retrieval, the aerosol effect on relationship between PBL $SO_2$ and T-D is investigated with changing Aerosol Optical Depth (AOD). There is negligible aerosol effect on the relationship showing similar slope ($1.83{\leq}slope{\leq}2.36$) between PBL $SO_2$ and T-D in various AOD conditions. We also found that the rate of change in T-D per 1.0 DU change in PBL, middle troposphere (TRM), and upper troposphere and stratosphere (STL) are 1.6 DU, 3.9 DU and 4.9 DU, respectively. It shows that the altitude where $SO_2$ exist can affect the value of T-D, which could be due to reduced absolute radiance sensitivity in the boundary layer at 317.5 nm which is used to retrieve OMI-TOMS ozone in boundary layer.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.697-710
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• 2022

This study was conducted to prove the structural relation of how effective teaching methods in remote design courses affects learning participation and academic achievement. The data was acquired and analyzed with case study of design classes. The scale of remote practical classes, learning participation and academic achievement were measured and the data acquired were verified using SPSS and AMOS to prove the influence. The results are as follows. First, using the lecture method in remote classes appeared to have a negative effect on cognitive, emotional, and behavioral participation. Second, flipped learning had a positive effect on cognitive and emotional participation but no effect was found on behavioral participation. Third, PBL had a positive effect on all emotional, cognitive, and behavioral participation. Fourth, videos did not have any meaningful effect on cognitive and emotional participation but had a positive effect on behavioral participation. Fifth, only cognitive participation had a positive effect on academic achievement, but no relations were found between emotional and behavioral participation and academic achievement. These results suggest that it is needed combining actual classes with the PBL method and flipped learning and creating different programs.

• Journal of Christian Education in Korea
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• v.66
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• pp.343-382
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• 2021

This study is a case study in which the interactive non-face-to-face classes using Edutech were applied to the Department of Christian Education. The subjects were 20 students from the Christian education department of A University located in the metropolitan area. The course was 'Instructional Methods and Educational Technology' in the first semester of 2020. In theory, I studied non-face-to-face classes and interaction, and edutech and interaction. Afterward, it designed and developed interactive non-face-to-face classes using edutech. The interactive non-face-to-face classes using edutech were developed as a process of applying Flipped-PBL based interactive edutech. In addition, Edutech was selected for active interaction according to the Flipped-PBL process to be carried out in a non-face-to-face situation. In particular, in the process of developing the problem of PBL, it was built around the situation of the church. As a result of applying the class, first, learners showed high satisfaction and interest in the class. Second, positive transference appeared in the space of learning and the space of living. Third, interactive non-face-to-face classes using Edutech have generated active interaction. In particular, interactive edutech and learning methods have become the main factors enabling active interaction. Through this, learners have improved learning efficiency, immersion, and satisfaction. Also, as an alternative to face-to-face classes, I was able to experience online classes. In other words, the satisfaction and interest of learning, and the transference of learning space, were also possible through active interactions generated through learning methods using interactive Edutech used in class. Furthermore, disabilities in the online communication(Internet) environment and learners' unfamiliarity with the online environment have been found as factors that hinder learning satisfaction and interaction. During learning, obstacles to the online communication environment hinder the utilization of interactive Edutech, preventing active interactions from occurring. This results in diminishing satisfaction and interest in learning. Therefore, we find that designing interactive non-face-to-face classes using Edutech requires sufficient learner learning and checking of the online communication(Internet) environment in advance for Edutech and learning methods. In response, this study confirmed the possibility by applying interactive non-face-to-face classes using Edutech to Christian education classes as an alternative method of education that allows active interaction and consistent transference of learning and life. Although it is a case study with limited duration and limitations of the number of people, I would like to present the possibility as an alternative Christian education method of an era where the direction of online classes should be presented as an alternative to a face-to-face class.