• Educational Technology International
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• v.15 no.2
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• pp.49-69
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• 2014

The purpose of this study was to investigate the effect of co-regulated learning on the improvement of self-regulated learning skills in collaborative learning environments. One group pretest-posttest design was used in this study. The subjects were 49 undergraduate students who enrolled in 'Educational Evaluation' course. To facilitate students' co-regulated learning activities, group worksheets were developed. Students performed collaborative tasks in group by using the group worksheets over the 6 weeks. The results showed that the difference between means of the pretest and posttest was no statistically significant. It indicates that co-regulated learning activities did not have a significant effect on the improvement of self-regulated learning skills in collaborative learning environments. However, the results of additional analysis revealed that the difference between means of the pretest and posttest in case of 19 students with low self-regulated learning level was statistically significant. On the other hand, there was no statistically significant difference between means of the pretest and posttest in case of 19 students with high self-regulated learning level. It is interpreted that co-regulated learning activities positively affected the improvement of self-regulated learning skills of students with low self-regulated learning level.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.872-880
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• 2016

The purpose of this study is to find the research trends relating to flipped learning through keyword network analysis. For investigating this topic, final 100 papers (removed due to overlap in all 205 papers) were selected as subjects from the result of research databases such as RISS, DBPIA, and KISS. After keyword extraction, coding, and data cleaning, we made a 2-mode network with final 202 keywords. In order to find out the research trends, frequency analysis, social network structural property analysis based on co-keyword network modeling, and social network centrality analysis were used. Followings were the results of the research: (a) Achievement, writing, blended learning, teaching and learning model, learner centered education, cooperative leaning, and learning motivation, and self-regulated learning were found to be the most common keywords except flipped learning. (b) Density was .088, and geodesic distance was 3.150 based on keyword network type 2. (c) Teaching and learning model, blended learning, and satisfaction were centrally located and closed related to other keywords. Satisfaction, teaching and learning model blended learning, motivation, writing, communication, and achievement were playing an intermediary role among other keywords.

• Journal of the Korean association of regional geographers
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• v.4 no.2
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• pp.201-217
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• 1998

This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

• Journal of KIISE:Software and Applications
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• v.35 no.6
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• pp.347-356
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• 2008

High-throughput microarray is one of the most popular tools in molecular biology, and various computational methods have been developed for the microarray data analysis. While the computational methods easily extract significant features, it suffers from inferring modules of multiple co-regulated genes. Hypernetworhs are motivated by biological networks, which handle all elements based on their combinatorial processes. Hence, the hypernetworks can naturally analyze the biological effects of gene combinations. In this paper, we introduce a hypernetwork classifier for microRNA (miRNA) profile analysis based on microarray data. The hypernetwork classifier uses miRNA pairs as elements, and an evolutionary learning is performed to model the microarray profiles. miTNA modules are easily extracted from the hypernetworks, and users can directly evaluate if the miRNA modules are significant. For experimental results, the hypernetwork classifier showed 91.46% accuracy for miRNA expression profiles on multiple human canters, which outperformed other machine learning methods. The hypernetwork-based analysis showed that our approach could find biologically significant miRNA modules.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.5
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• pp.241-251
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• 2019

In the present study, we investigated the effect of microcurrent against cognitive impairment in Alzheimer's disease (AD) mice model. The cognitive impairment was induced by intracerebroventricularly injection of amyloid beta ($A{\beta}$) to ICR mouse brain, and four kinds of micorocurrent wave were applied to AD mice. We observed the improved cognitive ability in microcurrent-applied AD mice through novel object recognition test and Morris water maze test, compared to $A{\beta}$-injected control group. The contents of malondialdehyde generated by $A{\beta}$ in the brain were also reduced by microcurrent application. These effects of microcurrent were related to the modulation of $A{\beta}$ producing and brain-derived neurotrophic factor (BDNF). Microcurrent down-regulated ${\beta}$-secretase, presenilin 1, and presenilin 2 which were related amyloidogenic pathway, and up-regulated human brain-derived neurotrophic factor in the mice brain, especially Wave4 group [STEP FORM wave form (0, 1.5, 3, 5V), wave superposition]. These results suggest that microcurrent application could provide help for improvement learning and memory ability, at least partly.