• The Journal of the Korea Contents Association
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• v.9 no.2
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• pp.462-470
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• 2009

As the learning space has expanded, the distance education has become a recent scholarship in teaching-learning method, and also a great type of media, technologies and strategies to support distance education are attracting a fair amount of attention. However in order to manage a distance education system, it is necessary to be endowed user with technical ability and operational expenses. On the other hand, although a web-based system that makes simple may cut cost, it is difficult to analyze learner's behaviors. Therefore, in this paper, we developed a interactive distance system based on individualized questioning, which relies upon learner's knowledge state and applies a efficient individualized learning method. Additionally, this study is instrument to reduce users' technical ability and operational expenses.

• Educational Technology International
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• v.10 no.2
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• pp.127-143
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• 2009

The purpose of this study was to identify the interaction patterns in distance only mode e-Learning. In order to investigate this study, messages shown in the electronic notice board were analyzed to see how interaction occurs between teacher and learner or learner and learner under the e-learning of cyber university. To analyze messages was applied according to the framework by Henri's contents analysis model. As a result of contents analysis on electronic board, the participative dimension was 399 messages. A learner put on 7~8 messages a day. The number of messages was low compared to the number of learners, but the number of inquiries was about 140. That means that each learner contacts and checks messages at least once a day. The meaning dimension was 600 units. The main interaction patterns were Interactive-social-cognitive-metacognitive. This means that e-Learning in distance only mode leads a positive attitude of learners as a self-directed learning, and needs teacher's well-structured instructional strategies for increasing interaction. In conclusion, social dimension and interactive dimension of messages support learners psychologically in the process of learning though they directly guide learning under the circumstances of e-learning lacking face-to-face element. It can be interpreted that the teacher's role is significantly important in order to attract learners' positive participation and cognitive and meta-cognitive dimension of messages and activities

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.115-120
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• 2022

The main purpose of the study is to identify the key aspects of the use of innovative distance learning technologies in the training of biology students. Currently, there is a modernization, the evolution of the education system from a classical university to a virtual one, from lecture material teaching to computer educational programs, from a book library to a computer one, from multi-volume paper encyclopedias to modern search databases. During studies in higher education, distance learning ensures the delivery of information in an interactive mode through the use of information and communication technologies. The main disadvantage of distance learning is the emotional interaction of the teacher with students. It is necessary to increase the level of methodological developments for independent studies of students. The methodology includes a number of theoretical methods. Based on the results of the study, the main elements of the use of innovative distance learning technologies in the training of biology students were identified.

• The Journal of the Korea Contents Association
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• v.13 no.10
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• pp.584-593
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• 2013

The purpose of this research is to analyze students' perception of smart learning focusing on its definitions, roles and values in distance higher education. In the online survey, 1,950 students of 'A' open university were participated. The results show that the students viewed the smart learning to be more 'absorbing', 'interactive' and 'collaborative' than the existing e-learning, as it compiles their experiences into learning. However, the respondents' perceptions of smart learning varied among different age groups: more students in their 40s and 50s responded that smart learning was 'customized', 'humanlike', 'interactive', 'comfortable', 'stable', 'familiar', 'unstressful', and 'practical' than students in their 20s and 30s, and they tend to view the main feature of smart learning to be the compilation of learner experiences.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.460-479
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• 2021

The crisis of the COVID-19 pandemic has caused significant changes in education systems worldwide, including in Korea. Due to COVID-19's social distancing policies, the education system was suddenly switched to distance learning, resulting in many problems in primary schools without preparation. The purpose of this study was to investigate a teacher's awareness of science education techniques, responses to issues in science classes, including inquiry activities, advantages and disadvantages, and roles after experiencing distance learning. Survey and focus interviews were conducted for primary school teachers who had previously participated in distance learning, such as online content classes and real-time interactive classes. The study findings showed three conclusions: 1) Primary school teachers conducted one-way and interactive lectures in online classes. It is vital to improve a teacher's digital literacy to improve other teaching methods such as investigation and discussion in online classes. 2) Primary school teachers acknowledged the challenges of field feedback, inquiry item preparations, and safety in inquiry activities of science classes, by providing individual experimental packages and videos and using online discussion and feedback among teacher - student and student - student interactions. 3) Primary school teachers recognized that various types of classes using IT devices and individualized learning were possible as advantages of distance learning. As for disadvantages, it was acknowledged that inquiry activities, cooperative learning, immediate feedback, and interaction among students were challenging. Furthermore, learning gaps were wider in distance learning.

• Journal of Digital Contents Society
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• v.8 no.2
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• pp.121-127
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• 2007

For human beings, language is the most important means of communication. Bloom and Lahey see successful language development as an interaction between form, content, and use. Language knowledge is a social phenomenon produced in a socio-cultural environment through interaction. Teachers have traditionally concentrated on the structure of their student's writing rather than on the message. If writing is to be seen as an interactive social process between humans, it is the content which is responded to. Language acquisition could be a major problem for hearing-impaired children and their acquisition of written language is characteristically problematic. This study is to search the use of microcomputers in written conversational methods, which enable the hearing-impaired student to hear their conversations in a visual form and which usefully extend their written language learning opportunities.

• International Journal of Computer Science & Network Security
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• v.23 no.11
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• pp.77-82
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• 2023

The article considers online discussion as an interactive learning method in the conditions of distance learning. The essence of discussion and the stages of its organization are described. The main objective of discussion in distance learning is defined as the stimulation of interest in learning and the involvement of various viewpoints in an active discussion of the stated problems. The key role in ensuring the efficiency of a discussion is identified. The article develops a model for organizing asynchronous online discussions on the Moodle platform, highlighting the sequence of stages and their content. An experimental study of the use of the discussion method in the training of students in distance learning conditions is carried out. Based on the results of the methodological experiment, conclusions are drawn about student interest in online discussions. The authors conclude that the interest of students of different specialties in asynchronous online discussions varies, and the greatest interest is demonstrated by linguistics students. Nevertheless, the differences in student interest in online discussions by groups (specialties) are more likely attributable to subjective factors, which do not affect the overall picture in a major way.

• Proceedings of the Korea Multimedia Society Conference
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• 2002.05d
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• pp.797-801
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• 2002

Information network technologies introduce a new education environment. Cyber education is growing rapidly as a field of practice especially in distance education system. The development of multimedia environment based on such technology as graphics, image, voice, and video, personal computer systems use has become the media for interactive teaching-teaming service. These features have made integrated multimedia education feasible. This research suggested a direction for the development of an interactive distance education system. I have developed an education system which cooperate problem bank and learning system. This system support arbitration of the relative difficulty in the problem bank database. An ongoing version of this research was evaluated. Those findings reveal several factors that influence how the proposed system can be tailored to the students' perspectives in order to come up with the enhanced version of this system.

• Archives of design research
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• v.17 no.2
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• pp.463-470
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• 2004

This paper studied tangible interaction design of VR platform and its applications that are economic In development process and cost, flexible by contents and installation conditions, and that has business potential for consumer market. The design solution uses video based virtual world and tangible interaction by motion tracking. Our platform enables a user to monitor their action and to collaborate with other users of remote place within attractive interaction feedback. We developed two design applications, Glass Xylophone 2003 and VR Class, in our platform. Glass Xylophone 2003 provides interactive music performance and helps self practice of glass xylophone. VR Class gives more serious distance learning experience with tutoring and group collaboration. They are presented in public exhibitions and tested by exhibition visitors. They showed application potential of this design solution in interactive game, distance learning, and entertainment field.

• The Transactions of the Korea Information Processing Society
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• v.4 no.3
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• pp.698-708
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• 1997

To construct distance learing servers and provide their service using the WWW(World Wide Web), it is necessary that we use a real-time processing mehtod rather than the processing after downloading method for multimedia data transmission and their processing.To fulfill such requirements, we developed a real-time processing muduloe for distance education which can process multimedia data in AVI and WAV formats in distrbuted eviroments.We in turn developede a real-time WWW server that can provide real-time services of hypertxt and motion poctures data in temsw of adding the real-time porcessing modute to the MuX framework and intergarting them with WWW. We frnally developed as distance lerming system for real-time interactive chinese character learming, bassed on the results from the pre-vious steps.