• Proceedings of the Korean Society of Precision Engineering Conference
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• 2004.10a
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• pp.1061-1065
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• 2004

The knowledge-based society of the 21st century requires effective education and learning methods in each professional field because the development of human resource determines its competence more than any other factors. It is highly desirable to develop an intelligent tutoring system, which meets ever increasing demands of education and learning. Such a system should be adaptive to each individual learner's demands as well as the continuously changing state of the learning process, thus enabling the effective education. The development of a learning environment based on learner modeling is necessary in order to be adaptive to individual learning variants. An intelligent learning environment is being developed targeting the heritage education, which is able to provide a customized and refined learning guide by storing the content of interactions between the system and the learner, analyzing the correlations in learning situations, and inferring the learning preference from the learner's learning history. This paper proposes a heritage learning system of Bulguksa temple, integrating the ontology-based learner modeling and the learning preference which considers perception styles, input and processing methods, and understanding process of information.

• Journal of the Korea Computer Industry Society
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• v.3 no.9
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• pp.1157-1166
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• 2002

Current distance loaming or cyber teaming offers learner the same level of contents regardless of learner's degree of understanding and the progress of learning also may be controlled by learner freely. In this paper we improve the several problems of distance teaming and cyber learning, and propose new real-time intelligent distance learning. First, we provide learners with the contents of lectures that are appropriate to learner's level. After that we analyze md judge the degree of understanding of learners, the results are informed to instructors for further uses. Due to the diagnosis result instructors know the frail part of learners and let them understand that, and highlight the efficiency of learning. Session with instructor and learner is performed with multimedia communication using Internet, and all the educational materials are shared by instructor and learner at the same time.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.31-39
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• 2006

The change into the knowledge based information society requires a transformation of educational paradigm. Accordingly, intelligent learning and distance education are attracting a fair amount of attention. To apply the instructional learning method in this field, we need to consider a individualization of learning, as it were, abstraction of fact and path through learning, which is based on learner's traits, this focus entails a argument for individualized reasoning strategy. Therefore, in this paper, we design a learner's cognitive union, which is based on X-Neuronet(eXtended Neuronet), represent learner's hierarchical knowledge is able to self-learn, and grows adaptive union by proprietor. Additionally, we propose a individualized reasoning strategy, which relies upon learner's cognitive union, and verify the validity.

• The Journal of Korean Association of Computer Education
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• v.11 no.6
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• pp.85-94
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• 2008

This study is to find strategies to promote distance learning effectiveness in the online learning environment. The research showed that the level of learner's perception of the structure of transactional distance was not significantly different according to sex (p>.05). There was significant correlation between the level of learner's perception of the structure and academic satisfaction(p<.01). And, the level of learner's perception of the structure and learning durability appeared to have statistically significant correlation. However there was no significant difference(p>.05) between academic achievement. Among the three subordinate factors, the course interaction organization had the most influence on the learner's academic satisfaction and the learner's learning durability was influenced the most by the content organization.

• Journal of Korea Society of Digital Industry and Information Management
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• v.17 no.4
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• pp.197-207
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• 2021

The threat of COVID-19 pandemic put many universities in Korea to develop and implement various types of non-face-to-face on-line classes, such as on-line real time class and on-line recorded video class. Online education has been recognized as one of the effective educational methods because of its ubiquitous and flexible educational environments. Even though COVID-19 led to many problems such as faculty's burden and stress during the early stage of COVID-19, both students and faculties have gradually become familiar with on-line environment. As students have got accustomed to the online environment, on-line recorded lectures are shown to be more preferred rather than on-line real time class. Researches regarding the learner's satisfaction of on-line classes during the COVID-19 indicate that systematic and good quality contents and interaction by instructor are important factors. This study, therefore, investigate the learner's satisfaction of online classes in Liberal Arts course using recorded video contents in terms of contents and interaction. The results of empirical analysis reveal that systematic and good quality contents are likely to predict learner's satisfaction and interaction plays a great role in providing those contents. These findings provide insights that preparing systematic contents and interaction are key to enhancing learner's satisfaction of on-line classes in Liberal Arts course.

• Educational Technology International
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• v.19 no.1
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• Educational Technology International
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• v.12 no.1
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• pp.67-94
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• 2011

The major concern of e-learning environment design is to create and improve artifacts that support human learning. To facilitate effective and efficient learning, e-learning environment designers focused on the contemporary information technologies. Web 2.0 services, which empower users and allow the inter-transforming interactions between users and information technologies, have been increasingly changing the way that people learn. By adapting these Web 2.0 technologies in learning environment, educational technology can facilitate learners' abilities to personalize learning environment. The main purpose of this study is to conceptualize comprehensively constructs for understanding the inter-transforming relationships between learner and learning environment and mutable learning environments' impact on the process through which learners learn and strive to shape their learning environment. As results, this study confirms conceptualization of four constructs by incorporating aspects of design that occur in e-learning environments with Web 2.0 technologies. First, learner-designer refers to active and intentional designer who is tailoring an e-learning environment in the changing context of use. Second, learner's secondary design refers to learner's design based on the primary designs by design experts. Third, transactional interaction refers to learner's inter-changeable, inter-transformative, co-evolutionary interaction with technological environment. Fourth, trans-active learning environment refers to mutable learning environment enacted by users.

• Educational Technology International
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• v.11 no.2
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• pp.43-75
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• 2010

The purpose of this study is to identify patterns of learner behaviors, conflicting and facilitating factors during collaborative work in an online learning community(OLC). This study further seeks to investigate the difference of learner behaviors between high- and low-performing groups, and conflicting and facilitating factors. The online postings from four groups(19 students) in the spring semester(study 1) and six groups(24 students) in the fall semester(study 2) were analyzed. A coding scheme was generated based on constant comparison using the qualitative data analysis tool, NVivo. The analysis identified 7 categories of learner behaviors in both studies. Among the seven categories, information seeking and co-construction were most frequently observed in both studies. One evident difference between the high- and low-performing groups was that the high-performing groups revealed more incidents of learner behaviors in both studies. In addition, six categories of conflicting factors and five categories of facilitating factors were emerged in both studies. The inefficiency of work category was one of the most frequently observed categories in both studies. Interestingly, the high-performing groups showed more incidents of conflicting factors than the low-performing groups. This study revealed two different types of conflicting factors and there is a need for different moderating strategies depending on its type. Based on the results of the study, effective design strategies for an OLC to facilitate active learning were suggested.

• (The) Korean Journal of Educational Psychology
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• v.32 no.1
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• pp.183-205
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• 2018

This study aims to demonstrate the longitudinal structural relationship between learner-centered instruction, learning motivation, growth beliefs, and academic stress. In particular, this study was carried out to focus on the structural effect of the related variables using data from the 3rd to 5th year of the Gyeonggi Education Panel Study. Results showed that while learner-centered instruction positively predicted both intrinsic and extrinsic motivation of learners, it predicted the former better. In addition, learner-centered instruction influenced academic stress through motivation, both intrinsic and extrinsic motivation were found to increase stress. Further, growth beliefs mediated motivation with learner-centered instruction; specifically, learner-centered instruction influenced learners' positive beliefs about growth, and learners who had growth beliefs had intrinsic motivation. At the same time, external motivation tended to be lower for learners who believed in the possibility of growth. Finally, the perceptions of learner-centered instruction affected academic stress through changes in growth beliefs. However, the other 3 factors (learner-centered instruction, learning motivation, and academic stress) were not statistically significant. In conclusion, learner-centered instruction was able to mitigate academic stress, demonstrating that this relationship is influenced by changes in growth beliefs rather than learning motivation, as previously studied. These results suggest that learners' perceptions and beliefs contribute to not only intrinsic motivation but also academic stress. Furthermore, it is suggested that learners need to change their learning environments in positive ways.

• The Journal of the Korea Contents Association
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• v.14 no.11
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• pp.1019-1029
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• 2014

In recent years, researchers have become increasingly interested in the creation and pedagogical use of English learner corpora. Many studies have shown that learner corpora can not only make a significant contribution to second language acquisition research but also contribute to the construction and evaluation of language tests by advancing our understanding of English learners. So far, however, little attention has been paid to the Korean EFL (English as a foreign language) learners' corpus. The Yonsei English Learner Corpus (YELC 2011) is a specialized, monolingual, and synchronic Korean EFL learner corpus that was developed by Yonsei University from 2011 to 2012. Over 3,000 Korean high school graduates (or equivalents) who were accepted by Yonsei University for their further studies participated in this project. It consists of 6,572 written texts (1,085,828 words) at nine different English proficiency levels. In this paper, we describe its compilation, and more specifically, how we have corpusized from a text archive to a corpus. After introducing the process of corpusization, we report arresting insights into the specific linguistic features that different proficiency levels of Korean learners of English have. This study also discusses the potential use of the YELC 2011 which is now freely available for research purposes.