• Journal of the Korean Institute of Intelligent Systems
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• v.17 no.5
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• pp.591-597
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• 2007

In swarm robot systems, each robot must behaves by itself according to the its states and environments, and if necessary, must cooperates with other robots in order to carry out a given task. Therefore it is essential that each robot has both learning and evolution ability to adapt the dynamic environments. In this paper, the new polygon based Q-learning algorithm and distributed genetic algorithms are proposed for behavior learning and evolution of collective autonomous mobile robots. And by distributed genetic algorithm exchanging the chromosome acquired under different environments by communication each robot can improve its behavior ability Specially, in order to improve the performance of evolution, selective crossover using the characteristic of reinforcement learning is adopted in this paper. we verify the effectiveness of the proposed method by applying it to cooperative search problem.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.174-182
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• 2000

In this study, the effects of grouping by communication apprehension level in cooperative learning strategy applied to general science class and the difference between high and low communication apprehension levels were investigated. Three classes (N=112) were randomly assigned to two cooperative and one traditional learning groups. Students in two cooperative learning classes were grouped into homogeneous and heterogeneous groups with respect to their communication apprehension levels based on the test score of students' communication apprehension. After the instructions concerning the matter for 11 class hours, achievement, self-esteem, motivation to learn science. and student's perception to lack about communication ability and expectation about receiving help in cooperative learning processes were examined. Two-way ANOVA results revealed that there were no main and interactive effects in the scores of the achievement test. However, significant main effect of the treatment was found in the scores of the relevance and the satisfaction among four motivation sub-categories. In post-hoc comparison, the scores of the heterogeneous group were found to be significantly higher than those of the control group. For expectation about receiving help in cooperative learning processes, the scores of the heterogeneous group were significantly higher than those of the homogeneous group. Students in high communication apprehension level had significantly lower self-esteem and more perception to lack about communication ability than students in low level.

• Journal of the Korean Institute of Telematics and Electronics S
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• v.34S no.8
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• pp.56-64
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• 1997

In distributed autonomous robotic systems, each robot must behaves by itself according to the its states and environements, and if necessary, must cooperates with other orbots in order to carray out a given task. Therefore it is essential that each robot has both learning and evolution ability to adapt the dynamic environments. In this paper, the new learning and evolution method based on reinforement learning having delayed reward ability and distributed genectic algorithms is proposed for behavior learning and evolution of collective autonomous mobile robots. Reinforement learning having delayed reward is still useful even though when there is no immediate reward. And by distributed genetic algorithm exchanging the chromosome acquired under different environments by communication each robot can improve its behavior ability. Specially, in order to improve the perfodrmance of evolution, selective crossover using the characteristic of reinforcement learning is adopted in this paper, we verify the effectiveness of the proposed method by applying it to cooperative search problem.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.103-108
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• 2018

This study aims to investigate the Convergence effects of a class using action learning on 4C core competencies of college students. A survey was conducted before and after the action learning class with the same questionnaire for some dental hygiene students in Busan. The collected data were analyzed by using the paired t-test with SPSS 24.0 program. As a result of comparing communication ability, critical thinking propensity, creative problem-solving ability, and cooperative self-efficacy scores, the score of each area after the class was higher compared to before the class, and significant outcomes were shown in the sub-factors as well(p<0.001). In conclusion, it was found that the class using action learning affects the 4C core competencies required. It is urgent to change the teaching method to self-directed learning rather than knowledge-oriented learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.1
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• pp.671-676
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• 2015

The aim of this thesis was to develop PBL(Problem-Based-Learning) problems to supply the problems to classes and to confirm the effectiveness of PBL for PBL applications to element design in engineering schools. Modern industrial society needs competent people with abilities in cooperative learning, self-controlling learning, united knowledge application, and creative problem-solving. Universities need to offer opportunities for improving the problem-solving ability and cooperative learning to learners to train competent people that society demands. PBL activity is a proper learning method for the execution of the above offer. The study subjects were 32 sophomore students in H University who took 'Engineering design 1', which is Element design. Five PBL problems were applied to the class for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they wrote a class evaluation form after the $5^{th}$ PBL problem's activity ended. The study showed that the students experienced the effectiveness of PBL in many fields, such as the comprehension of the studied contents(71.87%), the comprehension of cooperative learning (87.5%), authentic experience, problem-solving skills (90.63%), presentation skills (96.87%), communication ability, self-directed study ability, and confidence (96.87%). The students realized that PBL learning activities are important because students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities.

• Journal of Korean Elementary Science Education
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• v.20 no.2
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• pp.177-186
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• 2001

Recently, introduced open education, there are some models applied several cooperative teaming, but there is no case in applied Jigsaw Ⅱ. So this research is selected objects which are 147 students in the fifth grade in 1999' school year and 143 students in 2000's on Yongwon elementary school. It makes share a partial responsibility for planner, leader, investigator, helper, writer and reporter in the small groups, and apply the Jigsaw Ⅱ model. Qualitative and quantitative analyses show that they have effects of Jigsaw Ⅱ cooperative Learning on Student's knowledge, inquiry ability and attitudes on Elementary School Science Study. The final results are following. The significance of Knowledge has .02 in 1999 and .01 in 2000. Testification of Inquiry ability has 1.75 in 1999 and 2.25 in 2000. The significance of Attitudes has .03 in 1999 and .00 in 2000. Research that has emerged from the cooperative teaming has led us to better understandings of multi purposed roles, interactions, and communities that arise when students work together to team science. Each of students can also cooperative as co-builders, working as equal participants to create a product that is better than that while would have built by either individual alone. Upon asking their intention, cooperative loaming shows more participation.

• Journal of the Health Care and Life Science
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• v.10 no.2
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• pp.237-242
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• 2022

The purpose of this study is to explore an effective learning process by applying PBL to the subject of welfare theory for the disabled. To this end, 'Welfare Measures for the Severely Disabled in the Situation of COVID-19' was conducted as a class on the welfare of the disabled. A total of 20 students participated in the PBL class, and data were collected and analyzed through individual learning activities, group learning activities, evaluation papers, and reflection journals. The analysis results showed the effectiveness of the PBL class in the learners' problem-solving ability, self-directed learning ability, critical thinking ability, and cooperative learning ability. Based on the results of this study, a method for applying problem-focused learning (PBL) to social welfare subjects was suggested.

• The Journal of the Korea Contents Association
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• v.5 no.6
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• pp.309-318
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• 2005

Learners show lower cooperation and responsibility at e-Learning(Electronic Learning) than face-to-face learners in class. Accordingly the LMS(Learning Management System) focus on collaborative learning design in order to promote the learner's interaction. In this paper, the Experience Learning Support System with JXTA-based P2P(Peer-to-Peer) architecture is proposed for an effective collaborative learning and a blended learning. It intends learners to develop a self-leading learning ability and a creative problem-solving ability through experience learning object's sharing. The experimental results described that the proposed system was more effective in an enhancing learner's learning ability and a cooperative learning than existing system.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.207-217
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• 2003

Individual studying that compose knowledge and improve efficiency of studying through collection of information by various class strategy which takes advantage of web, and Cooperative learning that can elevate sense of responsibility and solve the problem through communication with another person have been developed actively. But, individuation tutoring materials that is developed present doesn't fit of causing learner's interest, and stimulating curiosity about problem because mostly studying is gone in presentation form. Also, cooperative learning materials are lacking connection with actual course of education, application is difficult in real class spot. So, this research has applied self-directed learning, centered with interested operation activity, aimed at improvement in various thought. Also, we have developed social studies tuition-learning system, purpose to the management is possible with on-line project studying which could improve mind-decision ability and ICT application ability. This system is developed for flexible management could be possible in various class circumstance, and level learning could be done through accomplishment-test and the result could be applied by feedback process.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.474-486
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• 2008

There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.