• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.425-442
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• 2008

This study aims to investigate the differences between gifted students and general students in elementary school by comparing their attribution tendency and self-regulated learning strategy and verify the attribution tendency and self-regulated learning strategy of gifted students in elementary school. The subjects of this study were 105 gifted students in the fifth and sixth grades from the gifted education center and 105 general students in the fifth and sixth grades. The study findings were as follows: First, The gifted students showed a higher score on the success attribution while the general students showed a higher score on the failure attribution Second, the gifted students showed a higher score on all over the self-regulated learning strategy with its subordinate factors. Third, the gifted students in humanity showed a higher score on the control factor of cognitive strategy, the gifted students in mathematics on the action control factor of motive strategy and the gifted students in science on the other subordinate factors and all over the self-regulated learning strategy. Fourth, the boys showed a higher score on the factor of action control while the girls on all the other subordinate factors and all over the self-regulated learning strategy.

• The Journal of the Korea Contents Association
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• v.13 no.7
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• pp.484-496
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• 2013

With diffusion of various mobile devices, mobile learning has been one of the dominant learning styles in education fields. The purpose of this research is to examine the difference between students' perceived importance-performance of mobile learning satisfaction. The researchers reviewed the literature looking for variables which affect influential factors of students' mobile learning satisfaction such as system, contents, service, use, and outcome. As a result of t-test, the performance is lower than the importance of all the influential factors. Also, according to the result of Importance-Performance Analysis(IPA) matrix, it was noted that system factor is the most crucial factor in improving mobile learners' satisfaction. This result implies that offering technical support and simplifying the navigation design for mobile learning are urgently required.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.315-327
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• 2019

The purpose of this study was to propose an effective teaching and learning model by investigating the influencing factors of elementary school students' interest and computational thinking in software education based on flipped learning. To accomplish the purpose of the study, we developed a software education program based on flipped learning for elementary school students and applied qualitative research based on the interviews with the students and outputs from the learning process. The results of this study, First, factors affecting interest in the elementary school students' software education based on flipped learning were 'the expectation of class', 'authentic task', 'the accomplishment of task' and 'interaction with peers'. Second, the factor of enhancing computational thinking was 'the accomplishment of task', 'interaction with peers', and 'the teacher's meaningful feedback'.

• International Journal of Computer Science & Network Security
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• v.22 no.6
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• pp.131-138
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• 2022

Novel Coronavirus (COVID-19) is viewed as one of the main general wellbeing theaters on the worldwide level all over the planet. Because of the abrupt idea of the flare-up and the irresistible force of the infection, it causes individuals tension, melancholy, and other pressure responses. The avoidance and control of the novel Covid pneumonia have moved into an imperative stage. It is fundamental to early foresee and figure of infection episode during this troublesome opportunity to control of its grimness and mortality. The entire world is investing unimaginable amounts of energy to fight against the spread of this lethal infection. In this paper, we utilized machine learning and deep learning techniques for analyzing what is going on utilizing countries shared information and for detecting the climate factors that effect on spreading Covid-19, such as humidity, sunny hours, temperature and wind speed for understanding its regular dramatic way of behaving alongside the forecast of future reachability of the COVID-2019 around the world. We utilized data collected and produced by Kaggle and the Johns Hopkins Center for Systems Science. The dataset has 25 attributes and 9566 objects. Our Experiment consists of two phases. In phase one, we preprocessed dataset for DL model and features were decreased to four features humidity, sunny hours, temperature and wind speed by utilized the Pearson Correlation Coefficient technique (correlation attributes feature selection). In phase two, we utilized the traditional famous six machine learning techniques for numerical datasets, and Dense Net deep learning model to predict and detect the climatic factor that aide to disease outbreak. We validated the model by using confusion matrix (CM) and measured the performance by four different metrics: accuracy, f-measure, recall, and precision.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.175-186
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• 2022

This study has explored the facilitating factors affecting the learning persistence of university students and divided Emergency Remote Teaching(ERT) into two types based on its policies. The conclusions are as follows: First, perceived usefulness was the facilitating factor affecting learning persistence in Synchronous ERT. Therefore, learning persistence would improve by establishing various strategies such as exploring appropriate teaching strategies and building a stable infrastructure. Second, it was perceived usefulness, social presence, and system quality that were the facilitating factors affecting learning persistence in Asynchronous ERT. Thus, learning persistence would increase accompanied by immediate feedback, more active interaction, and so on.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.79-88
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• 2022

The purpose of this study was to explore which factors should be considered mainly in operating hybrid learning in which offline and synchronous online environments are integrated in elementary education. Using qualitative data through interview and so on for 8 elementary school teachers with experience in operating hybrid learning, major consideration factors were identified. Before class, it is necessary to increase the level of understanding through concrete guidance or education for what the characteristics of hybrid learning are. The redesign of the environment including hardware and software technology is considered because the foundation was not established properly so that effective operation was difficult. In particular, based on the simultaneity and interactivity between the environments, activities which learners can connect and participate in the two environments should be considered. Further, design strategies to guide the operation of teaching and learning will be developed.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.17-27
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• 2010

In this study, the assessment and the factor analysis of the self-directed learning readiness for engineering students were conducted. As measurement tool was used the self-directed learning readiness scale of Guglielmino's SDLRS questionnaire in Korean translation. It was surveyed under 519 students of Faculty of Engineering of Korea University of Technology and Education. Responded questionnaires were 496. As a result, seven factors were identified: (1)openness to learning, (2)initiative and inquiring mind, (3)independence and basic learning skills, (4)creativity, (5)accepting responsibility for learning, (6)love of learning, (7)positive orientation of the future. And the scale was confirmed in validity. It was confirmed that the mean value of openness to learning and of love of learning were higher than average, while mean value of independence and basic learning skills, accepting responsibility for learning were lower than average, there was the difference in SDLRS by students' personal backgrounds, but there were statistically significant differences in seven factors.

• Journal of the Korean Data and Information Science Society
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• v.24 no.1
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• pp.63-72
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• 2013

This study it to verify the validity of Korean version of DELES (distance education learning environment survey) and analyze its relationship with learning achievement and distance education satisfaction. The target population of this study is students of K cyber university and a total of 254 cases are used for the analysis. Exploratory and confirmatory factor analysis is applied to verify 6 factors of DELES and structural equation analysis is applied to examine the relationship between distance education learning environment and learning achievement and distance education satisfaction. The study result shows that DELES is composed of six factors such as instructor support, student interaction & collaboration, personal relevance, authentic learning, active learning and student autonomy and its model fits are appropriate. The result of structural equation analysis shows distance education learning environment significantly influences distance education satisfaction directly as well as indirectly mediated by learning achievement. Learning achievement also significantly influences distance education satisfaction. Conclusions and implications are followed.

• Journal of Korea Society of Industrial Information Systems
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• v.12 no.5
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• pp.173-182
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• 2007

e-Learning can be seen as not only one of Internet based information systems which can provide education services, but also one of teaching-learning methods which can implement self-directed learning. This paper tests factors affecting the e-Learning performance based on information systems success model and self-efficacy theory using a field study. Questionnaires are collected from 216 students who are enrolling a e-learning class using online survey. The results are following: first, the service quality and self-efficacy are significant predictors of use intention, but system quality and information quality are not. second, the system quality, information quality, service quality and self-efficacy are significant predictors of user satisfaction. Third, use intention and user satisfaction are found to be a strong predictor of the learning performance.

• Journal of Technology Innovation
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• v.12 no.3
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• pp.1-24
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• 2004

E-Learning is another way of teaching and learning. E-learning is a networked phenomenon allowing for instant revisions and distribution, and goes beyond training and instruction to the delivery of information and tools to improve performance. The benefits of e-learning are many, including cost-effectiveness, enhanced responsiveness to change, consistency, timely content, flexible accessibility, and providing customer value. The proponents of e-learning stress the importance of using communities of interest to support and enhance the learning process. They also emphasizes that people learn more effectively when they interact and are involved with other people participating in similar endeavors. Although the role of e-learning in higher education has significantly increased, the resistance to new technology by professors and lecturers in university and colleges worldwide remains high. The purpose of this study is to identify the determinants of attitude and planned behavior toward e-learning class in universities. A survey methodology was used to investigate a proposed model of influence, and structural equation modeling was used to analyze the results. The hypothesized model was largely supported by this analysis, and the overall results indicate that attitude toward e-learning systems is mostly influenced by the perceived ease of use as well as the level of perceived usefulness, where both factors are influenced by years of experiences in using cyber system and the technical support level. As in other TAM related research, it can be concluded that the perceived ease of use and perceived usefulness contribute to the future use of e-learning system.