• The KIPS Transactions:PartA
• /
• v.15A no.6
• /
• pp.351-360
• /
• 2008

It seems reasonable to assume that the individualized learning means more than simple teaching-learning method, so the instructional method has attracted a fair amount of attention not only in classroom, but also in the field of a adult education, cooperate education, and so on. In order to have an effect on individualized learning, we need to analyze and measure the learner's characteristic. However it is difficult to represent in quantified form because the conception and category of learner's characteristic is various and extensive. Therefore, in this paper, we propose a quantification method of learner's characteristic, which is limited to learner's cognitive structure and style, and is represented in the light of connectionism, verify the validity. The learner's cognitive structure in this paper was represented, which simplified the learner's cognitive structure. Additionally, the cognitive style in this paper was limited to inertia of knowledge for learner's cognition.

• Journal of The Korean Association of Information Education
• /
• v.8 no.3
• /
• pp.307-317
• /
• 2004

In web-based education environment, it is necessary to provide individually adjusting feedback according to learner's characteristic. Despite this necessity, it is a current state that there are difficulties in deriving the variables of learners' characteristics and lack in developing the systematic strategies and practical tools for providing individually adjusting feedback. This study analyzed the learners' learning patterns, one of learner's characteristic variables regarded as important in web-based teaching and learning environment by employing Apriori algorithm, and also grouped the learners by learning pattern. Under this framework, the e-SRM feedback system was designed and developed to provide learning content, learning channel, and learning situation, etc. for individual learners. The proposed system in this study is expected to provide an optimal learning environment complying with learner's characteristic.

• Proceedings of the Korean Institute of Intelligent Systems Conference
• /
• 2003.09a
• /
• pp.70-73
• /
• 2003

This paper proposes a movement instruction system using virtual environment. This system consists of a monitor, cameras, ana a PC. A learner is coached by a virtual instructor that is displayed in virtual environment as 3 dimensional computer graphics on the monitor. Virtual instructor shows sample movement and suggests mistakes of learner's movement by recognizing movement of learner's movement from the picture that cameras capture. To improve the robust characteristic of information from cameras, the system enables to select optimum inputs from cameras based on learner's movement It implemented by Fuzzy associative inference system Fuzzy associative inference system is implemented by bi-directional associative memory and fuzzy rules. It is suitable to convert obscure information into clear. We implement and evaluate the movement instruction system

• Journal of the Korean School Mathematics Society
• /
• v.14 no.2
• /
• pp.199-213
• /
• 2011

The factors contributing to learning can be broadly classified into four different groups; Learner's characteristic variable, Instructor's characteristic variable, Learning task characteristic variable and environmental characteristic variable. And the first thing we need to do here is understanding of learner's characteristics among those factors in order to devise a plan for education. Accordingly, the purpose of this study is to find out what impact the affective traits (self-concept learning habits learning attitude), one of the learner's features, have on the mathematics-learning achievement and to seek for a good teaching method with reference to elementary school students' learning accomplishments and attitudes. For this, a questionnaire survey was conducted of 78 students of two fifth-grade classes in an elementary school located in South Chungcheong Province in this study. In consequence, it has been shown that the mathematics-learning achievement has the greatest relevance to the self-concept in connection with mathematics followed by the self-concept in connection with learning, the learning habits relating to mathematics, the attitude towards mathematics, the learning habits concerning studies and the attitude towards learning.

• Journal of Fisheries and Marine Sciences Education
• /
• v.11 no.1
• /
• pp.43-58
• /
• 1999

To instruct in accordance with learner's trait & preceding knowledge, letting the learner control the learning activities is the important task of educator & major goal of the Education Department this year. This article intends to provide useful Instructional Model for the teachers in fisheries marine high school, when they design the individualized teaching model using motivation. One of the major reason for the fisheries marine high school students' low learning achievement is due to the neglecting motivation elements in teaching - learning processes. Recently, with assistance of the information communication technology development, various teaching methods such as Individualized Multimedia Mediated Instruction, Internet Instruction, have come to the major method in activating motivation and computer-mediated instruction considering the learner's individual difference is the useful tools for the instructional efficiency. Because current navigation text book of fisheries marine high school have special characteristic considering the spacial context & time series from departing port to entering port, Teachers can maximize learner's learning accomplishment by using individualized multimedia & providing similar situation like a real navigation(simulating), representing this text characteristics. Thus this paper searches for the specifications of Keller's Motivation Model & Sweeter's Tutorial Model to solve instructional efficiency problems in fisheries marine high school & developed an efficient instructional design by integrating two models.

• Journal of Digital Convergence
• /
• v.11 no.4
• /
• pp.397-402
• /
• 2013

The development case presented is about the development of smart education contents for development of creativity, and suggests the development contents and approach to design of software of teaching materials based on G-Learning which allow learner to interact depending on their dispositions. Above all, focusing on design approach in order to maximize interaction which is the characteristic of game, the education contents that enable learner to be immersed by education level as per learner's disposition have been developed, and it allows to compose the level of difficulty based contents according to level design plan. Also, it is the case that the contents allow for effective education by setting visual environment which enables learner to be immersed depending on learner's disposition with the realization of object which appears in respect of vision and visual Customizing of character.

• The Journal of Korean Association of Computer Education
• /
• v.6 no.4
• /
• pp.95-113
• /
• 2003

We introduce an AFES(Adaptive Fuzzy Evaluation System) that applies an evaluation system used to existing LCMS(Learning Contents Management System) to a fuzzy reasoning rule. The AFES confers a course level on the learner through a fuzzy diagnostic evaluation before the learner enters a learning course. After the learner completes a learning course through the tailored learning path that is suitable for the learner's level, the AFES confers a final grade on the learner by means of fuzzy final evaluation. The biggest characteristic of the AFES is a grade rule of the final grade. Although different learners get the same number of correct answers to the same number of Questions, AFES flexibly confers the different final grade on the learner by means of the number of 125's fuzzy reasoning rules.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.16 no.11
• /
• pp.7474-7484
• /
• 2015

This study was conducted by implementing a structural analysis regarding adult learners' learning outcomes and their affecting factors in the lifelong educational institutions in Daejeon area with 960 adult learners. Research result was as following. First, learner and educational characteristics were confirmed to have an indirect impact on learning outcomes, which were mediated by learning satisfaction and commitment. Second, adult learner's characteristics directly influenced to learning commitment and satisfaction as well as educational institutions did. Third, learning commitment also directly affected learning satisfaction and outcomes. Fourth, learning satisfaction had a strong influence on learning outcomes. By all accounts, learning outcomes was directly influenced by learner, educational characteristics, and learning satisfaction. In addition, learning outcomes was indirectly impacted by mediating with learning satisfaction and commitment. Therefore, lifelong educational institutions should reinforce any strategies in order to enhance learning outcomes such as developing and providing more variable programs, making better class atmosphere and facility, positioning highly qualified teachers, and one-stop administration services.

• The Journal of the Korea Contents Association
• /
• v.5 no.2
• /
• pp.19-28
• /
• 2005

A web-based instructor-learner system has changed the form into a learner-centered environment. Especially a self-regulated learning which is a self-leading and a positive learning, is an ideal learning, and the interest on it is more increasing. In this research, learners can organize the individualized course based on the learner's demand and learning level after making a contract process with the system, The self-regulated learning system which can recognize a learning status and result by analyzed data, and which can lead to a learning goal effectively by establishing a learning strategy, is designed and implemented. The proposed system provides the learner-centered learning environment which can process the differentiated and flexible individualized-teaming service considering an individual characteristic.

• 대한공업교육학회지
• /
• v.36 no.2
• /
• pp.273-292
• /
• 2011

The Purpose of this research is to investigate how Project Based Learning(PBL) cognitive department and among the learner and instructor in the industrial highschool. Theoretical framework for the study is based on PBL, collaborative learning and module learning. The importance of the PBL has been continuously reviewed by many educational researchers. In addition, it was supported by previous research results. Based on theoretical frameworks and previous researches on the PBL provided design principles and method for learning in the industrial highschool. As a result of this study, we have developed and applied to investigate (1) differences between the types of departments(agriculture, industry, commerce) of cognition on learner's and instructor's task solving process, (2) correlation between the type of groups(learner, instructor) and type of departments(agriculture, industry, commerce) cognition on task solving process. The total of 100 learners and 50 instructors from industrial highschool in the study for the period of sixteen weeks. Based on the type of groups and departments, participants were divided into six groups such as learner and instructor of agriculture, industry, commerce department. The result of the study can be summarized as follows: First, in the study, between the types of departments(agriculture, industry, commerce) of cognition on learner's and instructor's task solving process are differences. Second, correlation between the type of groups(learner, instructor) and type of departments(agriculture, industry, commerce) of cognition on task solving process are differences. Although the differences were insignificant for cognition of PBL's help, however, four items(accomplishment, application subject, hereafter application) showed significant differences in performances. The implication of the result indicated the cognition of PBL in the industrial highschool seem significant for departments and subjects characteristic of learning. In future research it is recommended that PBL model designs should consider components of group and department types.