• The Journal of the Convergence on Culture Technology
• /
• v.4 no.4
• /
• pp.173-180
• /
• 2018

In order to find how their learning satisfaction to impact on continuous learning, this study analyzed 206 participants who are learners under the literacy education from Ulsan city. With the first results, when looking over their learning satisfaction, we found that the level of satisfaction was the highest at the educational environment following teacher quality, learning results and contents sequentially. In general characteristics, the longer is learning attending and the satisfier is education contents and learning satisfaction. With the second results, when we look over how the general characteristics of literacy learners to impact on continuous learning, those who are over 70 years old expressed the higher rate on continuous learning. With the third results, considering the correlation between learning satisfaction and continuous learning, we concluded that the first was education contents, the second was teacher quality, the third was learning results and the last was learning environment. Consequently, we found that for literacy learners, the older and longer attending and the higher satisfaction, in addition, the continuous learning was higher according to needs of everyday life and the education contents impacted on continuous learning.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2017.07a
• /
• pp.203-206
• /
• 2017

교육부에 따르면 초등학교에서의 프로그래밍 영역 교육 목표는 간단한 프로그래밍의 체험과 문제의 이해이다. 체험적 성격을 가진 프로그래밍 교육은 학습자의 프로그래밍에 대한 학습 동기를 유발시켜야 하며, 이는 중 고등학교에서 프로그래밍을 통해 문제를 해결하는 밑바탕이 된다. 이를 통해 학습자들은 프로그래밍에 대한 학습을 지속하고자 하는 생각을 가질 것이며, 이를 위해서는 실제적으로 학습지속의향을 향상시키는 콘텐츠들의 개발이 필요하다. 따라서 본 논문에서는 초등학생이 프로그래밍 학습을 하고 이를 지속하고자 하는 의도를 얼마나 가지는지를 측정하는 프로그래밍 학습지속의향 검사 도구를 제안하였으며, 그 타당성과 신뢰도를 검증하였다.

• Journal of Convergence for Information Technology
• /
• v.10 no.1
• /
• pp.120-127
• /
• 2020

The purpose of this study was to examine related variables that improve learning outcomes in collaborative learning. Based on literature reviews, emotional intelligence was used as a variable of personal character, communication ability and collective intelligence were used as variables in learning process, and learning satisfaction, and persistence were used as variables of learning outcomes. Data were collected from 3,475 students at A university, and were analyzed using structural equation modeling. The results of this study are as follows: First, it turned out that emotional intelligence had a significant and positive impact on communication ability, collective intelligence, learning satisfaction, and persistence. Second, communication ability influenced collective intelligence and persistence positively. Third, collective intelligence influenced learning satisfaction and persistence positively. Fourth, learning satisfaction had a significant and positive impact on persistence. These findings offer basic data for collaborative learning by revealing the structural relationships among related variables that improve learning outcomes in collaborative learning of college students.

• 전자공학회논문지 IE
• /
• v.49 no.1
• /
• pp.30-38
• /
• 2012

The participants were 102 students with digital broadcasting and media major.. A hypothetical model proposed included learning flow, school support as predictors, and satisfaction and learning persistence as a criterion. The results of this study through multiple regression analysis indicated that learning flow and school flow predicted significantly on satisfaction. And school flow, school support, and satisfaction predicted significantly on learning persistence. In addition, satisfaction mediated between learning flow and learning persistence, and between school flow and learning persistence. A constructive foundation for providing learning strategies in the successful engineering education would be proposed on the basis of the current results of this study.

• Journal of The Korean Association of Information Education
• /
• v.15 no.3
• /
• pp.449-458
• /
• 2011

The purpose of this study is to investigate the effects of task value and perceived usefulness on learning outcomes. This study also examined the mediating effects of teaching presence in their relationships. As a result, task value and perceived usefulness significantly predicted learning outcomes (learning flow and learning persistence). In addition, teaching presence mediated between task value, perceived usefulness and learning outcome. This findings imply that task value, perceived usefulness, and teaching presence should be valued to enhance learning outcomes in Cyber university.

• The Journal of the Korea Contents Association
• /
• v.15 no.8
• /
• pp.564-578
• /
• 2015

The present study is aimed to investigate antecedents(person-job fit, human capital investment) and outcome variable(subjective career success) of continuous-related career learning, and to demonstrate mediating effects of continuous-related career learning. The data which was applied to analysis was collected from 241 office workers who have worked for automobile company in Ulsan and public companies in Jeju and applied temporal separation of measurement as an alternative for common method bias. The results are as follows. First, person-job fit, human capital investment affected to career-related continuous learning positively. Second, the impacts of career-related continuous learning to subjective career success was positively significant. Third, the mediating effects by career-related continuous learning demonstrated statistically significant in the links between antecedents-outcome variables as partial mediation. Implications of this study contribute to expand research area of continuous-related career learning with regard to job and organizational variables, and to facilitate of research interests on subjective career success. In addition, the mechanism of career advance was empirically proved by continuous-related career learning.

• Journal of Digital Convergence
• /
• v.14 no.4
• /
• pp.69-78
• /
• 2016

The purpose of this study is to analyze convergent effects of team interaction and team metacognition of participants on a continuous participation in the university learning community. We developed 19 items of team interaction and 17 items of team metacognition through literature review. The subjects were 113 students who participated in learning community in A university. The results are as follows. First, team interaction level and team metacognition level can affect a continuous participation in learning community. The higher team interaction is and the lower team metacognition is, the higher continuous participation is. Second, among team interaction factors that affect a continuous participation in learning community, the more number of learning is and the more encouragement of one another is, the higher continuous participation is. But the less participation of members is, the less flow to learning is, and the less learning time is, the lower a continuous participation is. Third, among team metacognition factors that affect a continuous participation in learning community, the more number of learning is, the higher continuous participation is. But the more use of various learning tools is and the more learning time is, the lower continuous participation is. Based on these results, the convergent ways of support for continuous participation in the university learning community are as follows. First, supporting system is needed to induce students to experience the positive atmosphere of learning community by increasing number of learning to facilitate team interaction and urging them to encourage one another. Second, providing the effective utilization method is necessary for students to fully acknowledge the necessity and value of team metacognition activity.

• The Journal of Korean Association of Computer Education
• /
• v.16 no.4
• /
• pp.1-11
• /
• 2013

The purpose of this study is to investigate a structural relationship among elementary students' self-determinant learning motivation, teaching-presence and learning outcomes (learning satisfaction, persistence) in blended learning environment. Participants were 5th and 6th grade students who enrolled in a mathematics learning service. The results showed that self-determinant learning motivation had direct effect on teaching presence, learning satisfaction and learning persistence. Teaching Presence had an direct effect on learning satisfaction and learning satisfaction had an direct effect on learning persistence. Based on the results, proper strategies were recommended to facilitate self-determinant learning motivation and teaching presence before and during learning since they play critical roles for the success of elementary students learning outcomes in a blended learning environment.

• The Journal of Korean Association of Computer Education
• /
• v.14 no.3
• /
• pp.73-82
• /
• 2011

The purpose of the present study is to examine the structural relationship among academic stress, achievement motivation, learning environment, school flow and learning persistence in cyber education. For this study, 879 students who were enrolled in S cyber university in Korea was chosen to conduct the survey. Achievement motivation was measured in the beginning of the semester. Academic stress, learning environment, school flow, and learning persistence were measured at the end of the semester through the web survey system. The results of this study were as follows: First, academic stress, achievement motivation, and learning environment significantly affected school flow. Second, academic stress, achievement motivation, and school flow affected learning persistence, but didn't affect learning environment significantly. The results imply that academic stress, achievement motivation, and school flow should be considered as the significant elements for constructing cyber education environments to enhance students' learning persistence.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2024.05a
• /
• pp.780-783
• /
• 2024

본 논문에서는 지속적으로 최적화된 인공지능 모델을 적용하기 위한 방안으로 연합 학습(Federated Learning)을 활용한 접근법을 제시한다. 최근 다양한 산업 분야에서 인공지능 활용에 대한 필요성이 증가하고 있다. 금융과 같은 일부 산업은 강력한 보안, 높은 정확도, 규제 준수, 실시간 대응이 요구됨과 동시에 정적 시스템 환경 특성으로 적용된 인공지능 모델의 최적화가 어렵다. 이러한 환경적 한계 해결을 위하여, 연합 학습을 통한 모델의 최적화 방안을 제안한다. 연합 학습은 데이터 프라이버시를 유지하면서 모델의 지속적 최적화를 제공이 가능한 강력한 아키텍처이다. 그러나 연합 학습은 클라이언트와 중앙 서버의 반복적인 통신과 학습으로, 불필요한 자원에 대한 소요가 요구된다. 이러한 연합 학습의 단점 극복을 위하여, 주요도 높은 클라이언트의 선정 및 클라이언트와 중앙 서버의 조기 중단(early stopping) 전략을 통한 지속적, 효율적 최적화가 가능한 연합 학습 모델의 운영 전략을 제시한다.