• The Journal of Information Systems
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• v.16 no.1
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• pp.201-230
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• 2007

Recently, the growth of e-Learning systems and its related information technology has presented a unique challenge for both schools and industry. It would make an extremely phenomenal paradigm shift in the educational method and practice. Methods of assessing the quality of e-teaming services and contents are critical issue in both practice and research. Moreover, many researchers are interested in what qualify factors more affect to the Performance of e-Learning service. Nevertheless, service quality is a construct that is difficult to define and measure. e-Learning services are composed of many factors, and they are more complicated than the traditional education services because they we performed on the distance basis and the many platforms of IT infrastructure. The purposes of our research are to classify the e-Learning service dimension and identify their factors, to develop the measurement of the factors, and finally to test empirically their relationship between the service factors and e-Learning service performance. For the development of the service factors we considered SERVQUAL model and SERVPERF model which were developed in the service marketing area. The SERVQUAL model was more fitted to the e-Learning services than the latter. From that we derived several factors that fit to our research domain, ie, tangibles, access, reliability, credibility, security, responsiveness, assurance, empathy. We combined three factors of them(reliability, credibility, security) into a factor, system stability for the semantic simplicity, and divided responsiveness factor into system operator responsiveness and teacher responsiveness as the entity based dimension classification. In the e-Learning services research, Most researcher are mentioned the quality factors of contents, so we added to two contents quality factors, ie, contents production method and richness of contents itself. We examined the relationship between the service quality factors and e-Learning performance(student satisfaction and service reuse intention). As result three quality factors(contents production method, teacher responsiveness, empathy) significantly affected student satisfaction. To the other performance variable, ie, service reuse intention, the teacher related quality factors(such as teacher responsiveness, assurance, empathy) affected only. In conclusion, even in the on-line distance teaming, the teacher's role md earnestness is as important as ever.

• The Journal of Korean Association of Computer Education
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• v.17 no.2
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• pp.53-64
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• 2014

The purpose of the study is to develop a scale for measuring learning outcomes in the distance teacher training programs. In order to develop the measurement instrument, the forty-four items were developed based on the literature review and ten experts' review. For data collection, a web-based survey was conducted among teachers taking a distance teacher training program at National Education Training Institute. With the data of 205 sample size from the first survey, the Exploratory Factor Analysis was conducted and seven factors were identified. In order to validate the test, the Confirmatory Factor Analysis was performed with 293 respondents from the second survey. In conclusion, this study reports the reliability and validity of a scale for learning outcomes in distance teacher training programs consisting of seven factors with 34 items; 1) system quality, 2) content quality, 3) service quality, 4) use, 5) benefit, 6) satisfaction, 7) transfer.

• Journal of the Korean Institute of Intelligent Systems
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• v.18 no.3
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• pp.291-296
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• 2008

This paper presents the dodecagon-based Q-leaning and SVM algorithm for object search with multiple robots. We organized an experimental environment with several mobile robots, obstacles, and an object. Then we sent the robots to a hallway, where some obstacles were tying about, to search for a hidden object. In experiment, we used four different control methods: a random search, a fusion model with Distance-based action making(DBAM) and Area-based action making(ABAM) process to determine the next action of the robots, and hexagon-based Q-learning and dodecagon-based Q-learning and SVM to enhance the fusion model with Distance-based action making(DBAM) and Area-based action making(ABAM) process.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.2
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• pp.175-185
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• 2020

The purpose of this study is to investigate the usages and problems of distance science learning and learner behavior analysis. This study established an Sixteen-weeks period of experimental treatment from March to June 2020, and the students who participated in the study formed a research group of 128 students in 2nd grade of their advanced classes who are attending the second semester of B university of education and taking courses in 'teaching research 1'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. The results of the study were as follows. First, The students who took science learning remotely liked using the university's LMS system. Second, it was not efficient for the faculty member's scientific data presentation to operate smoothly in the online system. Third, it is necessary to set various educational platforms as a standardized platform. Looking at the pros and cons of various platforms may vary depending on the suitability of education, but if the LMS system, which is a professional teaching support method, is upgraded to meet the needs of learners, the satisfaction of higher instructors and learners will be higher.

• Journal of Convergence for Information Technology
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• v.9 no.7
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• pp.106-113
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• 2019

The purpose of this paper is aimed to derive suggestions for convergence technology for effective management of distance education by analyzing a long-term case. The experiment was designed with notebook, smartphone or tablet based robot controlled by a remote instructor and a learner, who have experience of distance learning including robot assisted learning. The tablet based robot has the display system of feedback to speakers. During five months, three types of experiments were conducted randomly and a participant was interviewed thoroughly. The result, like the previous research, demonstrates that the task performance of the learner in telepresence robot-assisted learning was better than that in the notebook, and smartphone based. However, it is believed to be necessary to adjust the system for eye-contact and voice transmission for the remote instructor. The instructor required an additional sight by supplementing an extra camera and automatic direction control to source of sound.

• Journal of The Korean Association of Information Education
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• v.1 no.2
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• pp.67-83
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• 1997

We studied a CAI courseware model for distance education on network, with the use of Java language. Basic www files, contents of courseware, are constructed with html. Students and educator can access the preferred unit composed of the appropriate multimedia data by using of www browser at any time. The distance education system, in this paper, has functions to manage the flow of distance learning, and to offer interaction between students and system in distributed environment. Students and/or 'educator can discuss a topic through server in different places. We implemented these functions, which are required in server and client environment of distance education, with the use of Java.

• Educational Technology International
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• v.15 no.2
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• pp.71-88
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• 2014

A variety of studies to predict students' performance have been conducted since educational data such as web-log files traced from Learning Management System (LMS) are increasingly used to analyze students' learning behaviors. However, it is still challenging to predict students' learning achievement in blended learning environment where online and offline learning are combined. In higher education, diverse cases of blended learning can be formed from simple use of LMS for administrative purposes to full usages of functions in LMS for online distance learning class. As a result, a generalized model to predict students' academic success does not fulfill diverse cases of blended learning. This study compares two blended learning classes with each prediction model. The first blended class which involves online discussion-based learning revealed a linear regression model, which explained 70% of the variance in total score through six variables including total log-in time, log-in frequencies, log-in regularities, visits on boards, visits on repositories, and the number of postings. However, the second case, a lecture-based class providing regular basis online lecture notes in Moodle show weaker results from the same linear regression model mainly due to non-linearity of variables. To investigate the non-linear relations between online activities and total score, RF (Random Forest) was utilized. The results indicate that there are different set of important variables for the two distinctive types of blended learning cases. Results suggest that the prediction models and data-mining technique should be based on the considerations of diverse pedagogical characteristics of blended learning classes.

• Journal of Korea Multimedia Society
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• v.14 no.3
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• pp.471-479
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• 2011

The world has witnessed a phenomenal growth in information and communication technologies (ICT). The development of new broadband communication services convergence of telecommunication with computers and recent developments in the field of communication protocol have fostered challenges as well as offerings in the wide-ranging use of ICT to support the creation of dynamic and interactive teaching and learning environment. By emergence of ICT, most of education and training institutions are struggling to integrate ICT and education and training systems. It is so important to apply proper delivery systems for utilization of the computerized teaching and learning contents in the classrooms. It will be a preliminary activity for building open and flexible distance teaching and learning systems in developing countries. In this paper, we would like to suggest and recommend the proper delivery systems for utilization of the computerized teaching and learning contents in the classrooms for education sector reform in developing countries.

• IEMEK Journal of Embedded Systems and Applications
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• v.19 no.2
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• pp.91-99
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• 2024

Collision avoidance system is important to improve the robustness and functional safety of autonomous vehicles. This paper proposes an object-level distance estimation method to develop a collision avoidance system, and it is applied to golfcarts utilized in country club environments. To improve the detection accuracy, we continually trained an object detection model based on pseudo labels generated by a pre-trained detector. Moreover, we propose object-aware depth estimation (OADE) method which trains a depth model focusing on object regions. In the OADE algorithm, we generated dense depth information for object regions by utilizing detection results and sparse LiDAR points, and it is referred to as object-aware LiDAR projection (OALP). By using the OALP maps, a depth estimation model was trained by backpropagating more gradients of the loss on object regions. Experiments were conducted on our custom dataset, which was collected for the travel distance of 22 km on 54 holes in three country clubs under various weather conditions. The precision and recall rate were respectively improved from 70.5% and 49.1% to 95.3% and 92.1% after the continual learning with pseudo labels. Moreover, the OADE algorithm reduces the absolute relative error from 4.76% to 4.27% for estimating distances to obstacles.

• Journal of Internet Computing and Services
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• v.20 no.5
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• pp.79-86
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• 2019

This paper is an overview of key elements of Korea National Open University's smart mobile learning system, and an attempt to evaluate its main services relative to the FRAME model and the Mobile Learning Development Model for distance learning in higher education. KNOU improved its system architecture to one based on xMOOC e-learning content delivery while also upgrading its PC-based online/mobile learning services to facilitate an easier and more convenient access to lectures and for better interactivity. From the users' viewpoint, the upgraded 'U-KNOU Campus' allows for a more integrated search capability coupled with better course recommendations and a customized notification service. Using the new system, the students can access not only the school- and peer-issued messages via online bulletin boards but also share information and pose questions to others including to the school faculty/officials and system administrators. Additionally, a new mobile payment method has been incorporated into the system so that the students can select and pay for additional courses from anywhere. In spite of these advances, the issue of device usability and content development remain; specifically U-KNOU Campus needs to improve its instructor-learner and learner-to-learner interactivity and mobile evaluation interface.