• 한국지구과학회지
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• 제26권6호
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• pp.469-476
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• 2005

본 연구에서는 7차 교육과정에서 크게 대두되고 있는 새로운 형태의 교수?학습방법의 한 형태인 e-Learning이 학습자의 파지에 어떠한 영향을 주는지 알아보고자 e-Learning을 이용하여 중학생들이 ‘지각의 물질’ 단원에서 장?단기 파지에 미치는 영향에 대해 알아보았다. 이를 위하여 경상남도 양산시의 중학교 1학년 2개 학급 72명을 대상으로 e-Learning을 활용한 수업 전-후에서 과학 학업 성취도와 e-Learning에 대한 인식을 조사해 본 결과는 다음과 같다. 첫째, e-learning 활용수업은 학습자의 단기파지에 효과를 나타내지 못하였다. 둘째, 장기파지에 미치는 효과는 유의수준 .05에서 유의미한 차이가 있는 것으로 나타났다. 셋째, e-Learning을 활용한 수업이 장기파지에 긍정적인 반응을 하는 것으로 나타났다.

• 컴퓨터교육학회논문지
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• 제12권5호
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• pp.35-47
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• 2009

유비쿼터스(Uniquitous)기술 기반의 U-learning 학습과 관련한 몇몇 연구에서 지적하는 것처럼 학습자의 상황성과 맥락성은 반드시 반영될 필요가 있다. 이를 위해 본 연구에서는 탐구학습 방법과 모바일 탐구학습 지원도구를 제안했다. 탐구학습은 학습자가 스스로 실제 현장에서 경험한 내용을 기초로 운영되므로 학습자를 자연스럽게 학습 상황과 맥락속에 위치하게 해 줄 수 있다. 본 연구에서는 교육과정의 일부를 탐구학습의 형태에 맞게 변형하여 적용했으며, 또한 연구에서 개발한 모바일 탐구학습 지원도구는 학습자가 탐구학습의 과정을 자연스럽게 밟아 갈 수 있도록 하는 가이드 기능과, 모바일 기술을 바탕으로 습득한 자료를 원격지 학습서버에 저장하여 재사용할 수 있도록 하여 학생들이 수행하는 탐구학습을 지원하였다. 이들은 학교현장에 적용되었고, 결과적으로 학생들의 학습 흥미와 학업성취도는 통계적으로 유의미한 범위에서 향상된 결과를 나타냈다.

• 의학교육논단
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• 제14권2호
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• pp.64-68
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• 2012

Learning in medical school is usually regarded as a very specialized type of learning compared to that of other academic disciplines. Medical students might have general beliefs about their own learning. Beliefs about learning have a critical effect on learning behavior. There are several factors that affect medical students' learning behavior: epistemological beliefs, learning styles, learning strategies, and learning beliefs. Several studies have addressed epistemological beliefs, learning styles, and learning strategies in medical education. There are, however, few studies that have reported on medical students' beliefs about learning. The purpose of this study was to determine what learning beliefs medical students have, what the causes of these beliefs are, and how medical educators teach students who have such beliefs. In this study, the five learning beliefs are assumed and we considered how these beliefs can affect students' learning behaviors. They include: 1) medical students are expected to learn a large amount of information in a short time. 2) memorization is more important than understanding to survive in medical schools. 3) learning is a competition and work is independent, rather than collaborative. 4) reading textbooks is a heavy burden in medical education. 5) the most effective teaching and learning method is the lecture. These learning beliefs might be the results of various hidden curricula, shared experiences of the former and the present students as a group, and personal experience. Some learning beliefs may negatively affect students' learning. In conclusion, the implications of medical students' learning beliefs are significant and indicate that students and educators can benefit from opportunities that make students' beliefs about learning more conscious.

• 수산해양교육연구
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• 제28권5호
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• pp.1478-1491
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• 2016

This study has designed to find out the effects of a project-based flipped learning model at universities on the self-directed learning ability, the self-leadership, and the learning competency. For the study, two procedures were performed. First, a flipped learning model for a project-based learning was developed on the basis of the literature reviews. The flipped learning model has three different steps: the pre-class, the in-class, and the post-class. In the pre-class, instructors provide mini-core courses using various technologies for learners outside the class. The in-class is the step to check whether learners prepare their learning or not. Also, in this step, the in-death learning and the teaching-learning process by interaction between instructors and learners would be performed. In the post-class, learners would be able to sustain the extended learning to develop the learning tasks and activities after flipped learning class. Through this step, the learners could be experienced integrated thinking and application, documentation and management, as well as sharing and spread of their learning. Second, the effectiveness of the developed flipped learning model on the self-direction, the self-leadership, and the learning competency was examined. The quantitative research method and the qualitative research method were used for this study. The results indicated that the flipped learning model showed improvement on the self-direction, the self-leadership, and the learning competency.

• 디지털융복합연구
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• 제6권2호
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• pp.135-143
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• 2008

The remarkable growth of the Internet since mid-l990s has expanded the e-learning market and brought the transformation of educational environments and methodology. It can be said that the e-learning has changed the educational paradigm. Korean government is firmly determined to support the diffusion of e-learning because of the benefits of e-learning. People seem to accept the e-learning when its contents have high quality. A lot of research have been conducted on e-learning, however, it was mostly about user's usage intention, satisfaction and educational effect. It can't seem that sufficient research efforts have been put into figuring out the role of e-learning contents quality in the expansion of e-learning. In this paper, we present the empirical study on the influence of e-learning contents quality on user's satisfaction and educational effect. We conducted an questionnaire survey on college students to collect data and found that the quality of e-learning contents has significant influence on the users' satisfaction.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제13권4호
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• pp.1738-1764
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• 2019

With the advent of big data, deep learning technology has become an important research direction in the field of machine learning, which has been widely applied in the image processing, natural language processing, speech recognition and online advertising and so on. This paper introduces deep learning techniques from various aspects, including common models of deep learning and their optimization methods, commonly used open source frameworks, existing problems and future research directions. Firstly, we introduce the applications of deep learning; Secondly, we introduce several common models of deep learning and optimization methods; Thirdly, we describe several common frameworks and platforms of deep learning; Finally, we introduce the latest acceleration technology of deep learning and highlight the future work of deep learning.

• Educational Technology International
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• 제22권2호
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• Educational Technology International
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• 제23권1호
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• pp.41-66
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• 2022

Vocabulary learning plays an important role in language learning. This study explored a new paradigm based on social networking site (SNS) supported collaborative learning for vocabulary learning. SNS supported collaborative learning (SSCL) can effectively promote learners' engagement, interest and motivation by providing a more communicative and interactive environment. However, vocabulary learning studies on SSCL mainly focused on the effectiveness and influencing factors, lacking specific instructional strategies. Therefore, this study aims to develop instructional strategies that guide instructors to create an SSCL environment for facilitating vocabulary learning. The final instructional strategies are composed of three stages according to the course process, consisting of 8 general strategies and 21 specific guidelines. The content validity was ensured by four experts in the field of educational technology. The instructional strategies were then applied in an actual classroom with 16 students. The positive responses from the instructor and learners indicated that SSCL can be reasonably incorporated into the current curriculum to provide effective learning opportunities and to promote learners' vocabulary learning.

• Communications for Statistical Applications and Methods
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• 제30권2호
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• pp.215-226
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• 2023

Deep learning has made great strides in the field of unstructured data such as text, images, and audio. However, in the case of tabular data analysis, machine learning algorithms such as ensemble methods are still better than deep learning. To keep up with the performance of machine learning algorithms with good predictive power, several deep learning methods for tabular data have been proposed recently. In this paper, we review the latest deep learning models for tabular data and compare the performances of these models using several datasets. In addition, we also compare the latest boosting methods to these deep learning methods and suggest the guidelines to the users, who analyze tabular datasets. In regression, machine learning methods are better than deep learning methods. But for the classification problems, deep learning methods perform better than the machine learning methods in some cases.

• Educational Technology International
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• 제18권2호
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• pp.73-99
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• 2017

The learning analytics dashboard (LAD) is a supporting tool for teaching and learning in its personalized, automatic, and visual aspects. While several studies have focused on the effect of using dashboard on learning achievement, there is a research gap concerning the impacts of learners' characteristics on it. Accordingly, this study attempted to verify the differences in learning achievement depending on learning motivation level (high vs. low) and dashboard intervention (use vs. non-use). The final participants were 231 university students enrolled in a basic statistics course. As a research design, a 2 × 2 factorial design was employed. The results showed that learning achievement varied with dashboard intervention and the interaction effect was significant between learning motivation and dashboard intervention. The results imply that the impact of LAD may vary depending on learner characteristics. Consequently, this study suggests that the dashboard interventions should be offered after careful consideration of individual students' differences, particularly their learning motivation.