• Journal of the Korea society of information convergence
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• 제7권1호
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• pp.17-24
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• 2014

This study analyzed on web services status of World Class College(WCC)'s Teaching and Learning Center. WCC refers to colleges equipped with educational environment which can accommodate the needs of industry and growth potential and vision. Web services of WCC's Teaching and Learning Center consist of center introduction, teaching support, learning support, service, and specialized menu. This study analyzed on menu and specialized web services from 9 colleges out of total 21 colleges. This study is to propose a way of Teaching and Learning Center's web services which college's Teaching and Learning Center aims at by analyzing on web services of World Class College's teaching and learning center.

• Journal of Korea Multimedia Society
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• 제3권5호
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• pp.506-515
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• 2000

In this paper a web-based real-time education system, which is able to support education through multimedia, is suggested for the expansion of learner's creative ability in the school. This system is designed so that it can support three things: 1) a real time interaction between interaction between instructors and learners, 2) individual learning through such an interaction, and 3) a coercive distribution of display by instructions for preventing the deviation of learners from learning. Also, the system, which UML is applied to, makers efficient interaction possible through the module for the real-time exchange and management of messages even in the multi-user environment. Through this system, not only the simulation by learners can be made for experiments and practices, but also questions and respondence can be supported on the procedure of experiments and the analysis of their results. This system is bulit on constructivism, and aimed at helping the learning progress and knowledge formation of learners.

• The Journal of Korean Association of Computer Education
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• 제16권3호
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• pp.31-39
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• 2013

We developed a smart learning system by using the 'bring your own device' concept, which means the policy of permitting teacher and learners to bring personally owned mobile devices such as laptops, tablets, smart phones, etc. and applied the system to school classes. In addition, we analyzed the learner's satisfaction related to interfaces, interactions, applications, technical support, and evaluation areas. The evaluation system consists of App program for tablet PC's and smartphones, web program for desktop PC and electronic teaching desk, and server program for evaluation and database. Because all the teaching materials, feedback data and evaluation materials about learners are stored on the server, students can receive the necessary data through real-time feedback using their smartphones and desktop PC's. As a result, it could increase educational achievement with interest in learning.

• The Journal of Korean Association of Computer Education
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• 제12권6호
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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 The Korean Association of Information Education
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• 제14권1호
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• pp.99-110
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• 2010

In order to adapt learners' individual differences in learning ability, individual learning and level-learning have been recommended. However, instructing each student accordingly is not easy issue. In this paper, an online learning support system based on Keller's Personalized System of Instruction theory is developed. As a class-based system, it supports teachers and students to conveniently conduct frequent formative evaluations. It enables students to study at their own learning pace and to reach their learning goals. And it adopts point system and level system to induce self-directed participation. Our implementation results confirm teachers can conduct formative evaluations efficiently.

• Proceedings of the Korea Contents Association Conference
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• 한국콘텐츠학회 2008년도 춘계 종합학술대회 논문집
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• pp.732-737
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• 2008

As e-learning is recognized in new education form, Learning Management System that manage general activity of learning to maximize effect of education is being developed actively. Usually, Learning Management System includes course registration and learning as well as learner's learning recording and tracking, evaluation in online. But, most systems is lacking a tool that learners can collaborate with companion learners, and planning learning and set valuation basis as leading. In this paper, we can expect effective collaborative learning activities because can make debate and team project smooth by suggesting collaborative learning module that can drive voluntary participation such as group formation, learning plan, mutually estimation as leading to learner in Learning Management System of blended learning base that support online and offline environment both.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2010년도 동계학술대회
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• pp.337-342
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• 2010

로봇 프로그래밍 교육은 프로그래밍 교육의 문제점을 보완할 수 있는 대안으로 제시되었으나 아직 활성화되지는 못하고 있다. 로봇 프로그래밍 교육의 활성화를 위해서는 교수자 측면 뿐만 아니라 학습자 측면에서 그들에게 필요한 지원 도구가 개발되어야 한다. 이를 위해 본 연구에서는 학습자 측면을 고려한 로봇 프로그래밍 지원 도구를 설계하였다. 로봇 프로그래밍 지원 도구는 웹 기반으로 구축되며, 기본 예제 제공 및 우수 예제 선발 기능, 명령어 검색 및 자동완성 기능, 오류 위치 찾기 기능과 도움말, 질문하고 답하기 기능들을 제공하도록 설계하였다. 앞으로 설계된 내용을 바탕으로 로봇 프로그래밍 지원 도구를 개발하고 적용하여 그 효과를 검증해 볼 필요가 있다.

• KIPS Transactions on Software and Data Engineering
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• 제5권9호
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• pp.411-418
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• 2016

Learning analytic has been utilized to helps us to successfully complete the course by using the interaction of the teacher and the learner data generated from the teaching and learning support system. In other words, Learning analytic is a method in order to understand the activities of learners. In the learning analytic, the data model is needed in order to utilize the more useful for teaching and learning activities data. Therefore, in this study, we propose a user centric data model of learning styles and learning objects. This model is expressed by aggregating of user learning style, learning objects, and learning activities. The proposed model is significant that laid the foundation for analyzing the activities of the learners in course units.

• Journal of Technology Innovation
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• 제23권3호
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• pp.255-286
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• 2015

This study focuses on the role of supplier's organizational learning capacity in creating the outcomes of technological innovation based on buyer-supplier collaboration. In doing so, the study is carried out through mediating effect analysis using 221 small and medium enterprises among Korean manufacturers. As a result of empirical tests, buyer's indirect supports(knowledge, know-how, value, information sharing) have significant and positive effects on the outcomes of technological innovation, whereas direct supports(technical staff support, machine tools and test equipments support, education for facility utilization) show no statistical significance. In addition, a further test for mediation effects reveals that a full mediation exists between supplier learning capacity and buyer's direct support, while there is a partial medication effect for buyer's indirect support. The findings suggest that buyer's indirect support can take on more important role to enhance the outcomes of supplier's technological innovation.

• Journal of the Korea Society of Computer and Information
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• 제27권4호
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• pp.127-136
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• 2022

In this paper, I propose the level of satisfaction with online classes of nursing students and its influencing factors. The participants was 175 nursing students who had enrolled in H university located at Chungcheongbuk-do. The data was collected using a questionnaire which consisted of satisfaction with online classes, learner's efforts, instructor's efforts, interpersonal interaction, and university's supports. The mean score for satisfaction with online classes(scores ranged form 1 to 5) was 3.99. The influencing factors of satisfaction with online classes were intention of using online(p<.001), academic achievement(p=.003), instructor's effort(p=.038), and evaluation of class and management(p=.044), and its explanatory power was 50.2%. The most important things to improve online learning were instructor in problem of operation and server capacity and sound in problem of techniques. Based on the theses results, in order to increase satisfaction with online classes, it is needed to develop strategies to improve intention of using online and academic achievement. Also, instructor's efforts and university's active supports were considered to increase satisfaction with online classes among nursing students.