• The Journal of Korean Association of Computer Education
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• v.5 no.1
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• pp.67-73
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• 2002

This paper describes the web-based collaborative learning system, in which the constructivism is used as a background theory. We designed and developed three modules (Learner Module, Instructor Module, Administrative Module) to promote the interactive communication between learners and instructors and to enable the self-directed collaborative learning. In addition, the assignment and evaluation sessions are closely linked with each other to ensure the high quality of the system. We expect this research helps to construct the efficient collaborative learning environment using the ICT(Information & Communication Technology).

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.22 no.4
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• pp.171-176
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• 2022

CNN is a type of deep learning and is a neural network used to process images or image data. The filter traverses the image and extracts features of the image to distinguish the image. Deep learning has the characteristic that the more data, the better models can be made, and CNN uses a method of artificially increasing the amount of data by means of data augmentation such as rotation, zoom, shift, and flip to compensate for the weakness of less data. When learning CNN, we would like to check whether outline image learning is helpful in improving performance compared to conventional data augmentation techniques.

• The Journal of the Korea Contents Association
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• v.21 no.10
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• pp.508-519
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• 2021

The purpose of this study was to develop an ICT education program using films to understand and expand of the Interpersonal Caring Theory (ICT). The study was conducted from February 2020 to October 2020. The films were selected by analyzing 10 elements of ICT and the program was developed according to Kolb's Experience Learning Model. 11 experienced nurses participated in the pilot operation of the program and evaluated the validity of the films as experts. The films selected for the ICT education program included The Blind Side (Noticing), Babette's Feast (Participation), Good Will Hunting (Sharing), The King's Speech (Active-listening), The Cure (Companioning), Mr. Holland's Opus (Complimenting), Patch Adams (Comforting), The Shawshank Redemption (Hoping), Mission (Forgiving), The Throne (Accepting). The program consisted of a total of 12 sessions, and each session included discussion questions for the steps of the Experimental Learning Model. After the program was piloted, it was found that the selected films were considered appropriate (I-CVI=0.98) as a result of evaluating the feasibility of films selection according to ICT elements. The developed ICT education program using films can be used to enhance caring competencies of nurses and nursing college students.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.457-471
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• 2018

This study examined student- and school-level background and ICT factors that affected PISA 2015 Collaborative Problem Solving (CPS) for Korean students (4863 students from 142 high schools). A two-level hierarchical linear model (HLM) was analyzed from the basic model (model 1) with no predictors to the final model (model 5) with all predictors. Results showed that first, gender, socioeconomic/cultural backgrounds, cooperation level positively predicted CPS scores while perceived unfairness of teacher negatively predicted the outcome. Second, the more frequently ICT was used for out-of-school learning purposes, the less frequently ICT was used for entertainment purposes, and the less frequently ICT was used in schools, the higher CPS scores were. Considering ICT autonomy and social interaction variables measured for the first time in PISA 2015, students who were more interested in ICT and more autonomous in using ICT devices achieved higher CPS scores. On the other hand, the more students considered ICT important as social interaction, the less they gained CPS scores. Third, in terms of school-level characteristics, the smaller the students behavior detrimental to learning, the higher the teachers perceived positive working environment, and the fewer the number of computers available per student, the higher CPS scores were. To facilitate computer-based collaborative problem-solving competence, it is important for students to have interest and autonomy in using ICT. In addition, the guidelines of ICT use and SW curriculum need to be established in order to increase the effectiveness of using ICT device in school.

• Proceedings of the Korean Information Science Society Conference
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• 2005.07a
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• pp.70-72
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• 2005

최근 초고속 통신망과 같은 우리나라의 발달된 인터넷 인프라를 활용할 수 있는 e-Learning 콘텐츠 활발히 개발되고 있다. 본 논문은 기존에 개발된 콘텐츠와 평가를 포함한 교수,학습 활동 계획을 관리할 수 있는 ICT 교육 통합 지원 시스템을 구성하는 서브시스템 중 교수,학습 콘텐츠 관리 시스템을 설계, 구현하였다. 이를 위하여 이미 개발되고 중앙교수학습센터 및 시,도 교수학습 지원센터 등에서 제공되고 공유되는 학습자료를 활용하기 위해 KERIS 등에서 제시한 표준을 본 시스템의 설계에 반영하였다. 교수,학습 콘텐츠 관리 모듈은 학습객체를 분류 저장 데이터베이스화 하였으며 실제 활용이 매우 쉬어 특별한 훈련이나 교육을 받지 않아도 기초적인 수준의 PC 활용 능력만 있다면 누구나 쉽게 교수,학습 콘텐츠를 수집하여 활용할 수 있도록 하였다. 본 시스템은 기 개발된 학습객체의 재사용으로 인한 효율성 증가는 물론 교과, 단원 학습 주제별로 구조화하여 저장 관리하여 교사의 교수활동 준비 시간을 줄임으로써 실제 학교 현장에서 활용하여 ICT 활용 교수,학습 활동 개선에 도움이 될 것으로 기대한다.

• The Journal of Korean Association of Computer Education
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• v.7 no.2
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• pp.35-46
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• 2004

In this paper, I analyze error cases a learner made during learning using ICT, set up error types, and search for effective treatment methods in order to enhance the effects of ICT education. I search for error case to use the methodology of the study which is observation, interviews, and survey. I set up the error types which is the error type of confusion with functions, that of confusion with concepts, that of barriers in interface interpretation, that caused by psychological anxiety, that according to learner personality patterns, and habitual error type. The biggest frequency of errors was found in the error type of confusion with function and that of confusion with concepts, whose treatment methods were searched for using the web-based Q&A learning. Also, I apply the error treatment methods on the classroom and prove the effect.

• ETRI Journal
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• v.45 no.1
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• pp.75-92
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• 2023

Level 3 autonomous vehicles require conditional autonomous driving in which autonomous and manual driving are alternately performed; whether the driver can resume manual driving within a limited time should be examined. This study investigates whether the demographics and subjective driving tendencies of drivers affect the take-over performance. We measured and analyzed the reengagement and stabilization time after a take-over request from the autonomous driving system to manual driving using a vehicle simulator that supports the driver's take-over mechanism. We discovered that the driver's reengagement and stabilization time correlated with the speeding and wild driving tendency as well as driving workload questionnaires. To verify the efficiency of subjective questionnaire information, we tested whether the driver with slow or fast reengagement and stabilization time can be detected based on machine learning techniques and obtained results. We expect to apply these results to training programs for autonomous vehicles' users and personalized human-vehicle interfaces for future autonomous vehicles.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1094-1105
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• 2004

The effects of learning using Information Communication Technology(ICT) on the students' scientific inquiry ability and science-related affective characteristics were analyzed in Earth History and Crust Movement units of science textbook for eighth graders. For this study, two classes of middle school second students in Chung-nam were selected and taught for six week under different teaching methods. One class is the test class taught with ICT applied teaching materials and the other class is the control class instructed by a conventional method. One week before the experiment, both classes were given tests on scientific inquiry ability and science-related affective characteristics, and they were tested again after the experiment. The results of scientific inquiry test showed statistically meaningful differences in the experimental class and the control class. The experimental class showed statistically meaningful difference in scientific inquiry test. Science-related affective characteristics test showed no statistically meaningful difference in the experimental class. Among three scientific science-related affective characteristics, especially the one fields of interests showed statistically meaningful differences which suggest that learning using ICT has a positive effect on the expanding of students' science-related affective characteristics.

• International journal of advanced smart convergence
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• v.7 no.2
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• pp.73-85
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• 2018

The purpose of this study is to develop a short-term ICT training course that helps teachers from non-computing disciplines in developing countries acquire flipped-learning content creation skills. A field application is performed by applying the developed ICT training course to secondary school teachers of non-ICT subject specialisms in Laos. In the field study, participating teachers' teaching efficacy on ICT and satisfaction toward the training course are measured. The result of t-test on ICT teaching efficacy showed statistically significant increases in teachers' self-efficacy related to ICT use, both personal efficacy and outcome expectancy. The satisfaction survey performed after training showed that trainees were highly satisfied with the training course. The results of this field study could be used to propose a short-term teacher education model that could be applicable to teachers in other developing countries.

• Proceedings of the Korean Information Science Society Conference
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• 2002.04b
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• pp.676-678
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• 2002

정보통신기술(ICT: Information & Communication Technology) 활용 학교 교육을 활성화하기 위해 ICT 활용 교수-학습 모형과 과정안을 개발, 적용하고 ICT를 활용한 자기주도적 학습 능력을 신장할 수 있는 수업 방안의 연구가 필요하다. 그러나 이와 같은 필요성이 있는데도 ICT가 교육헌장에서 효과적으로 활용되고 있다고는 보기 어렵다. 기존의 강의와 학습자료를 단순히 인터넷으로 제공하는 형식의 기능적 ICT 활용교육이 어느 정도의 학습 효과를 창출할 것인지 문제는 결국 ICT를 효과적으로 활용할 수 있는 교수-학습을 설계해야 한다는 과제를 제시하고 있다 본 연구는 이와 같은 문제의식에 따라 먼저 ICT 활용 교육에 대하여 고찰한 결과를 학생 중심 학습환경을 제공하는 프로젝트 학습에 적용하여 ICT를 활용한 프로젝트 학습 모형을 설계하고 학습을 지원해 줄 학습 시스템은 상호작용 기능과 피드백에 중점을 두어 설계하였다