• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.24 no.2
• /
• pp.79-86
• /
• 2024

In this paper, we propose a virtual learning platform based on various interactions that occur during real class activities, rather than the existing content delivery-oriented learning metaverse platform. In this study, we provide a learning environment that combines AI and a virtual environment to solve problems by talking to real-time AI. Also, we applied G-learning techinques to improve class immersion. The Virtual Edu platform developed through this study provides an effective learning experience combining self-directed learning, simulation of interest through games, and PBL teaching method. And we propose a new educational method that improves student participation learning effectiveness. Experiment, we test performance on learninng activity based on real-time video classroom. As a result, it was found that the class progressing stably.

• Journal of Korea Society of Industrial Information Systems
• /
• v.25 no.6
• /
• pp.33-45
• /
• 2020

This paper aims to look at the perspective that the latest cutting-edge technologies are predicting individual diseases in the actual medical environment in a situation where various types of wearable devices are rapidly increasing and used in the healthcare domain. Through the process of collecting, processing, and transmitting data by merging clinical data, genetic data, and life log data through a user-participating wearable device, it presents the process of connecting the learning model and the feedback model in the environment of the Deep Neural Network. In the case of the actual field that has undergone clinical trial procedures of medical IT occurring in such a high-tech medical field, the effect of a specific gene caused by metabolic syndrome on the disease is measured, and clinical information and life log data are merged to process different heterogeneous data. That is, it proves the objective suitability and certainty of the deep neural network of heterogeneous data, and through this, the performance evaluation according to the noise in the actual deep learning environment is performed. In the case of the automatic encoder, we proved that the accuracy and predicted value varying per 1,000 EPOCH are linearly changed several times with the increasing value of the variable.

• 한국정보교육학회:학술대회논문집
• /
• 2011.01a
• /
• pp.59-65
• /
• 2011

The purpose of this paper is to develop an application that utilizes educational tools on the Smart-Phone, which will make it possible for student education in any environment. Strengths that a Smart-Phone application has include always being carried by the student, short boot time to open the program and rather than having to use a traditional computer for access. Tests can be taken repeatedly, so students prepare before class and keep their motivation level high, thus raising overall test outcomes.

• The Journal of the Korea Contents Association
• /
• v.21 no.7
• /
• pp.488-499
• /
• 2021

This study investigated the effects of the HTE creative education program, which applies blended learning methodology as a convergence class strategy between offline and online, on middle school students' creative problem solving capability. As a result of applying for five creative education practice programs in the classroom, it turned out that there was a statistically significant difference (p < .05) in the case of idea manipulation, visualization, comparison, idea generation, and deliberation, subordinate constructs of creative problem solving capability. Also, the program turned out to be positively effective, with a 0.14 point improvement in the pre and post-means of all middle school students, showing from 3.65 to 3.79 points, and 72% of middle school students who participated in the program were satisfied, and 68% were interested. According to the results, HTE creative education programs using blended learning turned out to be effective as a customized methodology in the COVID-19 situation and the era of the 4th Industrial Revolution, where various creative talents are needed. Therefore, the need for the development of creative education programs on various related topics and teacher training for teaching and learning methodologies of blended learning.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.7
• /
• pp.81-87
• /
• 2018

Problem-based learning (PBL) appears to be a superior and effective strategy to train competent and skilled practitioners and to promote long-term retention of knowledge and skills acquired during the learning experience. This study concerns the implementation of PBL in the online environment and face-to-face PBL. An online environment allows participants to communicate with one another, view presentations or videos, interact with other participants, and engage with resources in work groups. Nowadays, education is accessible everywhere with the use of digital devices. Educational institutions subscribe to GSuite for Education, and Google introduced its Google Classroom as an e-learning platform. This study aims to analyze Google Classroom and to design PBL for Mongolian students taking Korean courses. The main objective of this paper is to identify the usability and evaluation of Google Classroom. The result of this study will be a proposed e-learning platform for Dornod University, Mongolia, which is initially needed in the Natural Science and Business Department.

• Journal of Korean Home Economics Education Association
• /
• v.34 no.1
• /
• pp.151-165
• /
• 2022

The aim of this study is to examine the effectiveness of non-face-to-face classes conducted due to the COVID-19 crisis. In order to achieve this goal, a non-face-to-face class with flipped learning was applied in one subject of clothing major held at 'S' University in Cheongju, Korea. In addition, this study tried to analyze the differences between pre- and post-non-face-to-face classes in problem analysis ability, resource/information/technology literacy, convergent thinking ability as core competencies, and overall learning satisfaction. As a result, after participating in the non-face-to-face class in which the flipped learning was applied, the students recognized that their abilities improved in the three problem-solving competency sub-areas, and their overall learning satisfaction also increased. The effectiveness of non-face-to-face classes in the field of clothing and fashion has been mainly measured in fashion design and clothing construction courses. However, based on the results of this study, it can be suggested that non-face-to-face classes in a theory-oriented lecture-type class can be effective methods for improving students' core competencies such as problem-solving skills if teaching-learning methods such as flipped learning are applied. Therefore, the results of this study will be useful data for designing differentiated non-face-to-face class strategies in a theory-oriented lecture-type class to improve the core competencies of college students.

• The Journal of the Korea Contents Association
• /
• v.11 no.7
• /
• pp.519-527
• /
• 2011

The e-Learning program is a multimedia data program consisting of texts, images, animation, audio and video. The development of an e-Learning program requires time and is a complex process, requiring cooperation and open-communication between all parties involved, particularly in the event of a problem. This study will analyze the e-Learning contents development process from the Social Negotiation Perspective. An appropriate process for the development of the program and effective decision-making guidelines for those parties involved will be recommended. Participants' viewpoints regarding program development and guidelines were studied qualitatively, while the evaluation of developed content employed both qualitative and quantitative research. The study found the following results. First, the development of an e-Learning program requires a clear goal and purpose. Second, the target group must be clearly identified. Third, all parties involved must share in the development process and its outcomes. Fourth, the party requesting the program must allocate the appropriate time and budget for the development group. Finally, the project requires a strong, capable leadership for effective decision-making.

• Electronics and Telecommunications Trends
• /
• v.28 no.3
• /
• pp.170-182
• /
• 2013

카자흐스탄은 한국의 기술과 문화에 대해 높게 평가하고 있으며 한국을 자국 경제발전의 롤모델로 인식하고 양국 간 관계를 전략적 동반자 관계로 격상시키는 한편 협력 분야를 에너지, 자원 분야에서 기초과학과 IT 분야로 확대하고 있다. ICT는 카자흐스탄이 산업 다각화를 위해 전략적으로 육성하고자 하는 분야로 막대한 ICT 프로젝트를 제시하며 세계적인 경쟁력을 가진 우리 ICT 기업의 투자와 참여를 적극 요청하고 있다. 카자흐스탄과는 과거 (주)대우의 카작텔레콤 인수를 시작으로 ETRI의 우정, 이러닝 등 기술 지원 사업과 정책자문 등 다양한 협력 사업 경험을 가지고 있다. 그러나 양국 정부의 지원을 바탕으로 협력 사업을 진행하는 공공기관이나 충분한 자체 사업 역량을 보유한 대기업에 비해 모든 면에서 열세인 중소기업은 정확한 정보를 바탕으로 구체적인 전략을 수립하고 현지에 진출해야만 성공할 가능성이 높다. 따라서 본고에서는 우리 ICT 기업의 카자흐스탄 시장 진출을 지원하기 위한 사전 연구로서 ICT 시장 현황을 파악하고 현지 시장 진출 시 고려해야 할 요인들을 소개하고, 전략적 접근 방법을 제시하고자 한다.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2010.11a
• /
• pp.353-356
• /
• 2010

본 논문에서는 C언어를 이용한 자료구조를 자기 주도적으로 학습할 수 있는 원격 교육 시스템을 설계 및 구현하였다. 각 단원별로 이론 강의 및 실습 강의, 형성평가로 이루어져 있으며, 실습 강의에서는 코딩 영역에 직접 코딩한 소스를 온라인 상에서 컴파일 및 실행이 가능하도록 구현하였다. 특히 한 화면에서 따라가기 형태로 화면의 이동을 하지 않고 실습하는 것이 가능하고 코드의 실행 결과 보기를 할 수 있으므로, 자료구조 학습 내용을 학습자 스스로 충분히 숙지하고 실습할 수 있는 웹 기반 실습 환경을 제공한다. 이론과 실습을 겸함으로써 학습자는 이해하기 어려운 자료구조의 이해도를 높일 수 있고, 학습자가 주도적으로 실습에 참여하도록 유도함으로써 학습의 흥미를 높일 수 있게 하였다.

• Journal of Convergence for Information Technology
• /
• v.9 no.6
• /
• pp.44-51
• /
• 2019

This study was performed to explore the difference in communication anxiety and class satisfaction after taking the traditional lecture and flipped learning lecture. Fifty four nursing students participated in this study. The study design was one group pretest-posttest design. 4 weeks traditional lecture and 4 weeks flipped learning lecture was applied. Flipped learning was ineffective in improving communication anxiety (t=1.85, p=.069) of nursing students. But emotional state variables and activity variables in the emotional domain were significantly higher after taking the flipped learning lecture(t=-3.80, p=.000; t=-3.35, p=.001). In addition, all of the variables were higher in the flipped learning based team, in the control of the class activities (t=-3.07, p=.003), personal ability (t=-2.48, p=.016), and class participation(t=-3.25, p=.002). Flipped learning is therefore considered to be effective in training nursing students. This study suggested to investigate the effectiveness of flipped learning and learners' satisfaction.