• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.523-532
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• 2005

Moving figures and piling up some boxes are newly the introduced studying contents in the 7th curriculum of mathematics and it will be able to form the sense of space of the students. Against the studying contents for the sense of space formation, the teachers of site speak instruction is very difficult and the student's scores are low. Elementary school mathematics studying which inclusive of figure studying is the most effective when they operate the actual object. But in the school site, the instruction with actual object is very difficult because many reasons. And web based studying data system which is for forming the sense of space the students is not abundant because it started initially. From this dissertation, studying contents will be taken out and web base figure studying system will be designed and embodied. The interaction will be active in the system. Student will be able to understand the principle by the medium of the animation from the system and they can improve their sense of space by the interesting game.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.1
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• pp.43-48
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• 2006

The educational system has been changed owing to Web, which is most actively used on internet and has the characteristics of providing suitable environments for implementing constructivism study theory. WBI(Web Based Instruction), web-mediated teaching form for students at a long distance, has the advantages of possible interact between instructors and learners, offering a great variety of learning materials, and overcome the spatiotemporal restriction. This paper focuces on the construction of learning surroundings where the learner-centered, active learning can be done by design and Implementation of web based instruct system providing a sham examination with an item pool system. The web based Self-directed Learning system for word processor qualifying exams on this paper, can be mentioned as a real item pool that the question is not setting each time by the instructors but can be reused by reference on item pool bank, designed the number of question. It helps the learner Self-directed Learning study with evaluation during the web based instruct process and immediate feedback. It also provides the chance to research some similar using keyword. To sum up, this system can amplify the efficiency of study.

• Proceedings of the Korea Information Processing Society Conference
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• 2006.05a
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• pp.701-704
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• 2006

본 논문에서는 카메라-투영 시스템에서 비전에 기반을 둔 손동작 인식을 위한 새로운 알고리즘을 제안하고 있다. 제안된 인식방법은 정적인 손동작 분류를 위하여 푸리에 변환을 사용하였다. 손분할은 개선된 배경 제거 방법을 사용하였다. 대부분의 인식방법들이 같은 피검자에 의해 학습과 실험이 이루어지고 상호작용에 이전에 학습단계가 필요하다. 그러나 학습되지 않은 다양한 상황에 대해서도 상호작용을 위해 동작 인식이 요구된다. 그러므로 본 논문에서는 인식 작업 중에 검출된 불완전한 동작들을 정정하여 적용하였다. 그 결과 사용자와 독립되게 동작을 인식함으로써 새로운 사용자에게 신속하게 온라인 적용이 가능하였다.

• Journal of Science Education
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• v.44 no.2
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• pp.240-258
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• 2020

The advances in science technology brought about a new form of learning called flipped-learning: a combination of on-line and off-line learning. A flipped learning is a form of blended learning which has become quite popular, nowadays, in the field of education. Despite the emphasis on the importance of medical humanities in medical education program, there are no effective teaching and learning models to realize the purpose of medical humanities education. This study explores the possibility of flipped-learning to apply medical humanities classes. The class was designed based on the ADDIE model consisting of five stages, analysis - design - development - execution - evaluation. In order to do 'flipped-learning,' the instructor reconstructs the purpose of medical humanities education, instructional purpose and content, and analyzed learner. The contents of the medical humanities class were structured considering the purpose of the introduction to the medical humanities in the medical education program and the competencies that medical personnel should have in the developed health care environment. The instructor produces a video of the lecture and makes it possible to use LMS (Learning Management System) before and after classes, and conducts discussion activities so that learner-learner and learner-teacher interaction could actively occur during the class. The result of applying medical humanities lesson as flipped learning is as follows: First, it can realize the essence of medical humanities education. Second, it contributes to strengthening the competencies of health care provider. Third, flip learning can be used as a new teaching strategy for medical humanities education. The result of this study is expected to suggest new ways of introduction to teaching method in the traditional medical humanities class and contribute to the practice of designing and doing flipped learning of medical humanities class in the future.

• Journal of Digital Convergence
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• v.8 no.3
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• pp.115-127
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• 2010

This study investigates the effect of E-learning service quality toward users' learning satisfactions when moderating by users' study motivations at cyber universities. For this end, the E-learning service quality was measured with SERVQUAL which was widely employed in academic research area. From rich survey analysis, this study finds that the three factors of E-learning service quality such as concreteness, certainty, credibility and sympathy are statistically correlated with users' learning satisfactions, but the responsiveness is not. Also in order to test the hypothesis that the study motivation is a moderate variable, the three step regression analysis was applied. Finally, this research finds that the study motivation has the role of moderate variable to affect the users' learning satisfactions.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.61-70
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• 1998

This study investigated the effects of grouping (group composition) in cooperative learning strategy upon students' achievement, the attitude toward science instruction, the perception of learning environment, and the self-esteem. Three different groups were used in this study. For the two treatment groups with cooperative learning strategies, High-Medium-Low ability grouping (HML) and High-Low I Medium-Medium ability grouping (HL/MM) were used. For the control group, traditional instruction was used. Before the instructions, the short-version Group Assessment of Logical Thinking, the test of attitudes toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered, and their scores were used as covariates. Mid-term examination score was used as a blocking variable. After the instructions, a researcher-made achievement test consisting of three subtests (knowledge, understanding, and application), the test of attitude toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered. The ANCOVA results revealed that there were significant interactions between the instruction and the level of prior achievement although there were no significant differences in all subtest scores of the achievement test. The high-level students in the HL/MM cooperative group performed better than those in the control group and the HML cooperative group. The low-level students in the HL/MM cooperative group also performed better in the subtest of knowledge than those in the other groups. However, the medium-level students in the HML cooperative group scored better than those in the control group and the HL/MM cooperative group. Significant main effect was also found in the perception of learning environment but not in the attitude toward science instruction and self-esteem. The cooperative groups, regardless of grouping, exhibited more positive perception than the control group.

• The Journal of the Korea Contents Association
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• v.13 no.8
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• pp.482-489
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• 2013

The purpose of this study was to identify the relationship of instructional design, perceived learning transfer, and satisfaction. The data were collected using questionnaire from the sample of 239 nursing students. The level of learning transfer was explained by introduction with learning context & providing guidance and initial attention. The level of learning transfer was explained by learning object with motivation, learning goal alignment, accessibility and feedback & adaptation. The level of program satisfaction was explained by introduction with learning context & providing guidance and initial attention. The level of program satisfaction was explained by learning object with motivation, presentation design, interaction availability, feedback & adaptation, learning goal alignment and contents quality. The findings serve as basic data to design e-Learning program to improve learning transfer and satisfaction.

• The Journal of Korean Association of Computer Education
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• v.3 no.1
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• pp.31-41
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• 2000

Since the use of computer-mediated communication(CMC) systems has been steadily increasing in the teaching and learning environments, this study attempted to describe some of instructional strategies which can be employed as a medium of cooperative learning. One of the best way to conduct network-assisted instruction is to embed such a medium into cooperative learning. Network-assisted cooperative learning maximizes students' own learning and each other's learning using CMC, in which students can actively participate in their learning processes. The characteristics of CMC-transmission and search of information, interactivity, time and place independence-assist and enhance cooperative learning. In this study, the instructional strategies for cooperative learning via CMC are suggested as following: (1) choose the instructional goals, (2) structure positive interdependence, (3) select guidelines for grouping, (4) train cooperative skills to students, (5) set up the environments such as electronic bulletin-board, and (6) develop assessment tools. Finally, this study suggests that potentials of network-assisted cooperative learning can be realized by providing environments and thinking tools for cooperative learning. Appropriate theory and practice need to be followed up to support the cooperative learning systems.

• Proceedings of the Korean Society of Computer Information Conference
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• 2009.01a
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• pp.141-146
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• 2009

e-learning은 교육의 새로운 패러다임으로 각광받고 있다. 하지만 일방적인 강의식 교육으로 학습자의 참여도와 만족도등의 문제점이 있다. 또한 시스템 구축과 콘텐츠 제작 비용에 많이 투입되지만 효과성이 낮다는 지적이 있다. 이에 본 논문에서는 웹 2.0의 기술을 활용하여 기존의 문제점을 해결하는데 목적이 있다. 웹 2.0의 기술 중에 본 연구에 활용할 기술은 RSS와 위키이다. RSS는 웹 사이트의 콘텐츠를 공유하고 주고받을 수 있도록 만든 표준이다. 콘텐cm들 중에는 학습 자료로 추가 비용 없이 활용할만한 것이 많이 있다. 위키는 구성원간의 지식공유가 효율적으로 이루어 질수 있는 기능을 제공한다. 학습자들의 상호작용을 높힐 수 있는 도구이다. RSS와 위키를 접목하여 학습 시스템을 설계 및 구현하였다. 적용결과 기존 e-learning을 사용하여 학습한 집단보다 창의적 글쓰기에 RSS와 위키를 활용하는 학습 시스템이 학습에 더욱 효과적이라는 것을 보였다.

• Proceedings of the Korean Information Science Society Conference
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• 2001.04b
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• pp.430-432
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• 2001

기존의 언어교육시스템을 위한 가상환경에 대한 연구는 주로 피교육자에게 줄 수 있는 시각적인 효과에 초점을 두고 있다. 그러나, 환경의 논리적인 변화를 얼마나 효율적으로 표현으로 피교육자에게 전달할 수 있는가하는 연구는 아직 취약하다. 논리적인 모순이 존재하는 가상환경은 피교육자에 대한 흥미유발을 반감시킬 수 있으므로, 가상환경의 논리적인 모델링 기술의 개발이 필요하다. 논리적인 모델링이 된 가상환경에서 자연현상은 가상세계 전반에 걸쳐서 광범위하게 영향을 미치며, 피교육자에게 가장 큰 영향을 미치게 되므로 그 구현은 특히 중요하다. 또한, 논리적인 모델링이 된 가상환경에 접속한 피교육자의 입장에서 볼 때, 피교육자의 행동이 가상환경에 아무런 영향을 주지 못하거나 혹은 가상환경의 변화가 피교육자에게 영향을 주지 못한다면, 학습의 흥미나 몰입감이 떨어질 수 밖에 없으므로, 가상환경과 내부의 물리적객체의 상호작용의 처리 또한 중요한 문제이다. 본 논문에서는 가상환경과 그 내부의 물리적객체들간의 상호작용의 처리를 견지에 두고, 지식표현방법의 하나인 스크립트를 이용하여 가상환경에서의 자연현상 처리방법을 개발하도록 한다.