• Journal of Digital Convergence
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• v.19 no.10
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• pp.39-48
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• 2021

This study aimed to analyze the level of professors' understanding and perception of adaptive learning and proposed how college can implement successful adaptive learning in college classes. For research purposes, online survey was conducted by 162 professors of A university in capital region. As a result, professors seemed to feel pressure to provide students personalized feedback and gave concerned that students don't study enough in advance before participating in class. It was also found that professors realized that they have low level of understanding about adaptive learning, while they revealed intention to make use of adaptive learning in their class. They also answered that adaptive learning system is the most helpful support for encouraging professors to apply adaptive learning in real class. We proposed what is required to encourage professor to implement adaptive learning in their class.

• The Journal of the Korea Contents Association
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• v.10 no.10
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• pp.479-493
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• 2010

Along with the transformation of the knowledge-based environment, e-learning has become a main teaching and learning method, prompting various research efforts to be conducted in this field. One major research area in e-learning involves adaptive learning systems that provide personalized learning content according to each learner's characteristics by taking into consideration a variety of learning circumstances. Active research on ontology-based adaptive learning systems has recently been conducted to provide more efficient and adaptive learning content. In this paper, we design and propose an adaptive learning system based on the concept lattice of Formal Concept Analysis (FCA) with the same objectives as those of ontology approaches. However, we are in pursuit of a system that is suitable for learning of specific domains and one that allows users to more freely and easily build their own adaptive learning systems. The proposed system automatically classifies the learning objects and concepts of an evolved domain in the structure of a concept lattice based on the relationships between the objects and concepts. In addition, the system adaptively constructs and presents the learning structure of the concept lattice according to each student's level of knowledge, learning style, learning preference and the learning state of each concept.

• Proceedings of the Acoustical Society of Korea Conference
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• 1995.06a
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• pp.100-104
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• 1995

일반적으로 화자적응화는 이미 학습되어 있는 불특정 화자 모델을 표준모델로 하고 소량의 적응화용 발화로 추가적인 학습을 실시하여 특정화자 모델의 성능에 가깝게 하는 기술로서 연속음성 인식에 있어서 매우 중요하다. ML 추정법을 이용한 화자적응화는 카테고리마다 모델의 학습패턴들을 다수개 준비한 후 학습시에 일괄적으로 적용시켜 모델 파라메터를 추정 갱신하므로 추가되는 화자데이터에 대해 데이터를 모두 공급하여야 한다. 본 연구에서는 문발화 데이터의 음절단위를 자동추출한 후 추가되는 화자데이터가 주어질 때 마다 적응화할 수 있는 화자적응화 방법을 검토하였다. 이 방법은 문발화 데이터를 잘라내지 않고 음절 단위를 자동추출시켜 추가 데이터마다 최대 사후확률 추정법을 이용하여 적응화 시키는 것으로 수소의 데이터로서도 적응화를 가능하게 하는 것이다. 본 연구에서 사용되는 음성데이터는 신문사설에서 발췌한 연속음성 10문장을 사용하고, 이 음성 데이터중 6명분은 HMM 학습용으로 하고 나머지 3명분은 적응화용 및 평가용 데이터로 사용하였다. 6명의 화자를 DDCHMM으로 학습하고 나머지 3명분을 MAP법으로 적응화시켰다. 그 결과 적응전과 비교해 볼 때 약 32%의 인식율 향상을 얻을 수 있었다.

• 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.

• The Journal of the Korea Contents Association
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• v.4 no.1
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• pp.8-17
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• 2004

In this paper, we design an intelligent loaming management logics which provide personalized teaming considering adaptive learning content dement and content sequencing. We enhance the existing functional model including adaptive learning management functions. Also, we present a system architecture to implement the adaptive learning management system. We realize the adaptive teaming management system based on the SCORM run-time engine.

• Journal of The Korean Association of Information Education
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• v.16 no.2
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• pp.173-180
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• 2012

This study looks for the requirements for adaptive courseware and provides background for developing effective adaptive courseware. Most adaptive courseware does not adequately reflect the requirements of learners. If it properly reflected learners' requirements well, it could be used more effectively. therefore, this study analyzes and suggests the requirements of an adaptive courseware for pre-service teachers who are majoring in computer education. The study methods were factor analysis and frequency analysis through survey. The results show that the important elements of an adaptive courseware are a learning style designed according to individual differences as well as an instruction model appropriate to the subject domain. The study examined adaption by learner level, by learning objective, by learning style, by method of learning content, and by learning history in that order. Therefore while the most of adaptive courseware support learning style; we propose that the adaptive courseware will support learning objects and instruction model as well.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.383-391
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• 2013

This study developed an adaptive instruction system for individual learning. We applied Gregorc's learning style to support the adaption. This proposed Instruction system provides instruction content based on a more effective instruction method that takes into consideration the learner's individual learning style. We applied Gregorc's learning style to create a clear treatment of differing learning styles. Proposed adaptive instruction system was applied to college students studying computer learning. A t-test indicated that our proposed adaptive instruction system resulted in positive effects in an overall style comparison. In addition, our Abstract-Sequential learning style indicated the most effective results while the Abstract-Random learning style indicated no difference between the experimental and comparative groups in each style analysis for Gregorc's learning style.

• Proceedings of the Korean Information Science Society Conference
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• 2004.10c
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• pp.73-75
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• 2004

본 논문에서는 멀티플랫폼 환경에서 헙력학습을 지원하는 e-Learning 시스템을 소개한다. 현재 IT 기술이 발전하면서 학습을 할 수 있는 단말의 종류는 과거에 비해 다양하다. 이러한 다양한 단말로 학습콘텐츠를 상호운용 시키기 위해서는 콘텐츠의 적응화가 필요하다. 본 연구에서는 적응화 방법을 소개하며 적응화를 위한 시스템의 architecture를 소개한다. 본 논문에서는 두 가지 적응화 방법을 고려한다. 학습콘텐츠 레이아웃 적응화와 학습자원의 적응화가 고려된다. 또한 학습효율을 향상하기 위해 협력학습을 지원하는 기술을 개발한다. 현재 ISO/IEC JTC1 SC36 WG2에서 헙력학습에 관한 기술표준을 추진 중이므로 본 논문에서는 SC36의 초안에 따라 기술을 개발하여 추후 국제표준을 선도할 것이다.

• The Journal of Korean Association of Computer Education
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• v.12 no.6
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• pp.53-67
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• 2009

In this study we surveyed the characteristics of the Semantic Web and ontology technology, analyzing the studies which applied ontology to e-Learning. In addition, we investigated the models which should be considered in the adaptive learning, analyzing the existing adaptive learning systems. On the basis of the analysis of them, we sought the ways to apply ontology for supporting the adaptive learning in the e-learning system, designing an ontology-based adaptive learning system. The system made up for the weak points of the existing ontology-based learning systems. That is, it appropriately diagnoses learners' knowledge level of learning concepts, classifying the learning styles in detail, and providing their corresponding learning methods and content. By adapting the learning content to the learners' individual learning style and knowledge level, this system would support their learning more efficiently and more effectively.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.527-532
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• 2018

This study aims to examine the effectiveness of leisure activity on learning agility and to verify the mediative effectiveness of interpersonal relationship between leisure activity and learning agility for youths. To achieve these purpose, 6,637 data that sampled by 'IEA ICCS 2016' were analyzed with structural equation. The results of study were as follow. First, leisure activity directly effects on learning agility for youths. Second, leisure activity directly effects on interpersonal relationship. Third, interpersonal relationship directly effects on learning agility and partial mediative effects between leisure activity and learning agility. These results implies that youths' leisure activity is not only directly affecting learning agility, but also affecting interpersonal relationship. And this interpersonal relationship also effects learning agility. Based on these results, some practical implications were proposed to develop learning agility in terms of leisure activity and interpersonal relationship.