• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.3
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• pp.105-113
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• 2017

Considered as the "new normal" mode of learning, BL has become popular in recent years especially in University education. BL is defined as a learning approach that combines e-learning and face-to-face classroom learning. BL allows for more interactive and reflective learning environment resulting in enhancing learner-directed learning. The adoption of BL in university has made it significant to probe the crucial determinants that would entice instructors and learners to use BL and enhance learning satisfaction. The primary purpose of this study is to investigate the affecting factors of the satisfaction of BL in universities in terms of leaner's aspects. Learner's role is very important in BL, because learner should self-directed study for effective performance and satisfaction in BL environment. Based on prior studies motivation, self-efficacy, and educational expectancy were identified as affecting factors of satisfaction in BL. According to the result of multiple regression, all factors(motivation, self-efficacy, and educational expectancy) were found to be significantly related to the learner's satisfaction in BL. It can provide practical guideline on effective operation strategy for BL in universities.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.6 no.9
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• pp.2370-2387
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• 2012

A new security management model based on Rough set and Bayesian learner is proposed in the paper. The model focuses on finding out malicious nodes and getting them under control. The degree of dissatisfaction (DoD) is defined as the probability that a node belongs to the malicious node set. Based on transaction history records local DoD (LDoD) is calculated. And recommended DoD (RDoD) is calculated based on feedbacks on recommendations (FBRs). According to the DoD, nodes are classified and controlled. In order to improve computation accuracy and efficiency of the probability, we employ Rough set combined with Bayesian learner. For the reason that in some cases, the corresponding probability result can be determined according to only one or two attribute values, the Rough set module is used; And in other cases, the probability is computed by Bayesian learner. Compared with the existing trust model, the simulation results demonstrate that the model can obtain higher examination rate of malicious nodes and achieve the higher transaction success rate.

• Journal of Korea Society of Digital Industry and Information Management
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• v.16 no.3
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• pp.83-94
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• 2020

The threat of COVID-19 pandemic put many universities in Korea to develop and implement various types of untact online classes. Online education has been recognized as one of the effective educational methods because of its ubiquitous and flexible educational environments. However quick move to online education caused by the sudden attack of the COVID-19 led to many problems such as faculty's burden and stress from the planning and designing suitable for online classes, technology system problems for both students and faculty and students' complaints of the low quality of education. The primary purpose of this study is to investigate the effects of learner, contents, and instructor factors on college student satisfaction with untact online classes during the first attack of COVID-19 pandemic. The data were collected from 605 undergraduate students of S women's university based in Seoul, who took the untact online classes in the spring semester 2020. The results of empirical analysis reveal that only contents factor are likely to predict learner satisfaction. These findings provide insights that the effective planning and designing classes are key to enhancing learner satisfaction with online education. This study suggests that instructors need various contents developed and educational strategies for students.

• Journal of Korean Academy of Nursing
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• v.48 no.5
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• pp.588-600
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• 2018

Purpose: The purpose of this study was to test a model of nursing competencies of nursing simulation learners. The conceptual model was based on the theory of Jeffries's simulaton theory. Methods: Data collection was conducted in October 2017 for 310 students from two nursing universities in Kyungbuk area for 20 days. Data analysis methods were covariance structure analysis using SPSS 21.0 and AMOS 22.0 statistical programs. Results: The hypothetical model was a good fit for the data. The model fit indices were comparative fit index=.97, normed fit index=.94, Tucker-Lewis Index=.97, root mean square error of approximation=.44, and standardized root mean square residual=.04. Teacher factors were directly related to simulation design characteristics, and it was confirmed that the curriculum, classroom operation and teaching method of the instructors were important factors. Learner factors were found to have a direct effect on nursing competence, self-confidence, and clinical performance that belong to nursing capacity. In particular, the results of this study indicate that the simulation design characteristics have a partial mediating effect on learner factors and clinical performance, and a complete mediating effect on learner factors and clinical judgment ability. Conclusion: In order to improve the learner's clinical performance and clinical judgment ability, it is necessary to conduct practical training through nursing simulation besides preparing the learner and the educator.

• 전자공학회논문지 IE
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• v.45 no.4
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• pp.68-73
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• 2008

In this research, we proposed a learner tailoring question recommendation system for web based learning evaluation system. For teaming evaluation process, this system used the item difficulty Each question was stored and managed to the question bank. Item difficulty was recalculated during teaming process and feedback in next course. For learner tailoring question recommendation, learner could choice the teaming part and set the learning difficulty. In application result of proposal method, almost learner could improve learning score by controling teaming difficulty.

• The Journal of Korean Association of Computer Education
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• v.9 no.2
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• pp.69-78
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• 2006

Educational evaluation is not the work to rank learners hierarchically, but the thing to increase the educational effectiveness by solving a learner's problem and improving the education process from the proper evaluation. The conventional evaluation systems have measured a learner's recognition level by dichotomy. Although they support the evaluation depending on a learner's academic ability and supply the feedback for wrong selection, it is insufficient to take out study-motive and give the establishment for a guidance point of learning. In this paper, we propose the web-based individual adaptive testing system in considering partial score for a learner. Our system are effective to estimate the ability of learner by considering partial score in detail and offer an feedback study from the self-diagnosis function for a learning results.

• Journal of Elementary Mathematics Education in Korea
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• v.12 no.1
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• pp.47-58
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• 2008

The 7th national curriculum shifts the fundamental spirit from teachercentered to learner-centered instruction. According to the shift, performance assessment has been emphasized in schools rather than using a variety of standardized tests. However, some researchers and educational policy-makers recently asserted that we need to return to the kind of standardized tests used in the past, giving up performance assessment, for it can actually not be implemented in classroom. This paper is written to refute their assertion. Performance assessment prove one's real worth when it is implemented in learner-centered instruction. Therefore, some assessment methods are discussed which can be used during learner-centered instruction.

• The Journal of the Korea Contents Association
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• v.9 no.6
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• pp.17-24
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• 2009

This paper proposes a new e-learning model which introduces a participant method based on concepts of open source as well as UCC of web2.0 and achieves learner-centered learning. It is possible for learner to participate actively in creation of micro-contents and reorganize contents using various micro-content with one's learning strategies in consideration of one's own intellectual power, learning objectives and propensity to learn. The learner can achieve the learner-oriented learning through this procedure and select micro-contents in order to reorganize the personalized learning contents to take advantage of social network among learners. The higher effectiveness of learning would be expected by forming connectedness among learners using social network.

• Educational Technology International
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• v.20 no.2
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• pp.223-255
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• 2019

The purpose of this study is to draw implications for designing online tools to support monitoring in collaborative learning. For this purpose, eighteen research papers that explored learner dashboards and group awareness tools were analyzed. The driving questions for this analysis related to the information and outcomes that must be monitored, whose performance they represent, and who monitors the extent of learning. The analytical frameworks used for this study included the following: three modes of co-regulation in terms of who regulates whose learning (self-regulation in collaborative learning, other regulation, and socially shared regulation) and four categories of dashboard information to determine which information is monitored (information about preparation, participation, interaction, and achievements). As a result, five design implications for learner dashboards that support monitoring were posited: a) Monitoring tools for collaborative learning should support multiple targets: the individual learner, peers, and the entire group; b) When supporting personal monitoring, information about the individual and peers should be displayed simultaneously to allow direct comparison; c) Information on collaborative learning achievements should be provided in terms of the content of knowledge acquired rather than test scores; d) In addition to information related to interaction between learners, the interaction between learners and learning materials can also be provided; and e) Presentation of the same information to individuals or groups should be variable.

• 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