• 컴퓨터교육학회논문지
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• 제10권6호
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• pp.79-89
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• 2007

지식정보 사회의 도래는 새로운 교육 패러다임에 적합한 교수-학습 과정을 지원하기 위해 다양한 형태의 e-러닝의 모형과 시스템을 요구하며, 이에 따라 인터넷과 지능형 교육 시스템(ITS; intelligent tutoring system)을 적용한 e-러닝 환경의 교수-학습 시스템에 대한 연구가 지속적으로 진행되어 왔다. 그러나 현재 운영되고 있는 교육 현장의 인프라와 u-러닝의 개념 사이에는 상당한 격차가 존재한다. 이에 따라 본 연구에서는 현재 구축된 교육 현장의 인프라에서 u-러닝의 개념을 적용할 수 있는 학습자의 인지구조에 기반한 ITS 교수-학습 모형과 시스템을 개발하고, 타당성을 검증하였다. 또한 본 연구에서 제안하는 지식표현기법을 통해 개별화 학습이 효과적으로 적용될 수 있도록 학습자 인지구조를 표현하였다.

• 디지털융복합연구
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• 제18권1호
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• pp.369-377
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• 2020

본 연구의 목적은 한국과 중국의 이러닝 품질과 학습자의 이용동기가 이러닝 만족도에 미치는 영향력을 밝히는데 있다. 또한 두 국가 간 학습자들의 만족도에 영향을 미치는 요인을 비교 분석해 봄으로서 효과적인 이러닝 활용 방안을 제시하고자 하였다. 본 연구는 경상북도에 소재한 Y대학과 K대학의 한국인 대학생과 중국 허난성에 소재한 A대학의 중국인 대학생을 대상으로 설문조사를 실시하였다. 그 결과 한국인 대학생은 학습시간, 학습공간, 학습과정, 유용성 그리고 이러닝 정보 품질, 서비스 품질이 이러닝 만족도에 영향을 미치는 것으로 나타났다. 중국인 대학생은 학습시간, 학습과정 그리고 이러닝 시스템 품질, 정보 품질, 서비스 품질이 이러닝 만족도에 영향을 미치는 것으로 나타났다. 그 중 서비스 품질은 두 국가 모두 이러닝 만족도에 영향을 미치는 중요한 요인으로 나타났지만, 요인별 평균 점수는 매우 낮게 나타났다. 향후 서비스 품질을 개선할 방안에 대해서 논의하였다.

• 대한통합의학회지
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• 제9권1호
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• pp.141-150
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• 2021

Purpose : The purpose of this study was to investigate the effect of case-based learning application in human growth development classes on nursing students' problem-solving ability, self-directed learning ability, and academic self-efficacy. Methods : The research method was a self-report questionnaire before and after case-based learning for second-year nursing students who took the human growth development course at U University in K city. The collected data were statistically processed using SPSS WIN 21.0. Results : The results of the study showed that after case-based learning, problem-solving ability, self-directed learning ability, and academic self-efficacy were all significantly improved. In addition, as a result of examining the correlation between each variable after case-based learning, problem solving ability score and self-directed learning ability score (r=.54, ｐ<.01), and problem solving ability scores and academic self-efficacy scores (r=.44, ｐ<.01), were significantly correlated with self-directed learning ability scores and the academic self-efficacy reduction scores (r=.76, ｐ<.01). Conclusion : The results of this study suggested the need for various learning programs such as case-based learning to improve nursing students' problem-solving abilities and self-directed learning abilities and their application. In addition, to improve the learning self-efficacy of nursing students, a continuous and systematic study is suggested to develop and apply customized educational programs according to the learners' preferences. Since the sample group in this study was limited to one university, there were few cases and no control group, so there are limitations in generalizing the test effect, However, significant differences a were verified in the case-based learning pre-tests and post-tests.

• 대한간호학회지
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• 제52권3호
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• pp.278-290
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• 2022

Purpose: This study aimed to identify the mediating effect of learning flow and the moderated mediation effect of digital literacy on the effect of the learning presence of non-face-to-face class experience in nursing students on academic achievement. Methods: Participants were 272 nursing students from six universities in two different cities. A self-report questionnaire was used to measure learning presence, learning flow, digital literacy, and academic achievement. Analysis was performed using SPSS 26.0 and SPSS PROCESS Macro (4.0). Results: The mediating effect of learning flow on the effect of learning presence on academic achievement was 0.42, and the moderated mediation index of digital literacy was 0.17. Learning flow showed a mediating effect on the relationship between learning presence and academic achievement. Digital literacy had a moderated mediation effect on the relationship between learning presence and academic achievement that was mediated by learning flow. Conclusion: The intensity of the mediating effect of nursing students' learning presence on academic achievement through learning flow increases as the level of digital literacy increases. These results suggest that educational programs considering the level of learning presence, learning flow, and digital literacy are required to promote the academic achievement of nursing college students.

• 한국항행학회논문지
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• 제13권2호
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• pp.296-301
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• 2009

자기주도적 학습에서는 학습자가 학습과정을 구성할 수 있다. 그러나 학습자가 방대한 학습 콘텐츠의 특성을 이해하고 학습과정을 구성하기는 매우 어렵다. 본 연구에서는 학습자가 학습을 계획할 때 학습자의 학습 선호도를 산출하여 학습자에게 맞는 학습 콘텐츠 유형 정보를 학습자에게 제공하는 방법을 제시하였다. 학습 선호도 산출방식은 토픽 맵의 선호도 벡터값을 이용하였다. 제안방법의 적용을 위해 학습 모집단 20명을 대상으로 테스트 하였으며, 전체적인 학습 만족도가 높게 나타남으로서 제안방법이 학습자의 학습구성에 도움이 되고 있음을 제시하였다.

• 전기전자학회논문지
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• 제23권4호
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• pp.1408-1414
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• 2019

전이학습을 수행한 심층 인공신경망을 압축센싱 심혈관 자기공명영상에 적용하였다. 전이학습은 선행학습 신경망의 구조나 필터 커널, 가중치를 현재의 학습이나 응용에 활용하는 방법이다. 전이학습은 학습 속도를 향상시키고, 학습 데이터가 제한적일 때 신경망의 일반화에 도움이 된다. 8명의 건강한 지원자가 참여한 심장 자기공명영상 실험에서 전이학습을 수행한 신경망은 단독학습 신경망에 비해 학습시간이 5배 이상 단축되었다. 시험 데이터에 대해서도 전이학습을 수행한 신경망은 전이학습을 수행하지 않은 신경망에 비하여 낮은 정규화 평균제곱오차와 향상된 재구성 영상화질을 보였다.

• 한국가정과교육학회지
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• 제8권1호
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• pp.51-57
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• 1996

The purpose of this study were to examine the difference of the effect of CAI and students’attitude to Home Economics Class through CAI. 120 girl students of the first year were chosen at B middle school in Daegu. Among them each 30 students were classified into 4 groups； High Intelligence group/Individual learning pattern, High Intelligence group/Small group learning pattern, Low Intelligence group/Individual learning pattern, Low Intelligence group/Small group learning pattern. The task of learning was “management of washing”Unit of the second grade. The data were processed with Cronbach’s ${\alpha}$, t-test, ANOVA by SPSS/PC(sup)+. The research findings are as follows： 1. In the verification of CAI Learning effect according to student group pattern, there is no difference between Individual learning pattern and Small group learning pattern in Achivement and Retention of learning. 2. In the verification of CAI Learning effect according to student intelligence level, there is no difference between High Intelligence group and Low Intelligence group in Achivement and Retention of learning. 3. The result of students’attitude to Home Economics Class verificated is an follows. (1) Individual learning pattern is more attensive than Small group learning pattern, but there is no difference in Intelligence level. (2) Low Intelligence group is more positive than High Intelligence group, and Small group learning pattern is more positive than Individual learning pattern in a view of Home Economics Class after using CAI.

• 한국응급구조학회지
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• 제25권3호
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• pp.49-61
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• 2021

Purpose: The study investigated the effects of self-directed learning, learning flow, and academic self-efficacy variables on academic achievement. Methods: This is a descriptive correlation study to understand the effects of self-directed learning, learning flow, and academic self-efficacy on academic achievement. Results: There is a significant positive correlation between the participants' self-directed learning, learning flow, academic achievement, and academic self-efficacy. Self-directed learning and learning flow influenced academic achievement, while academic self-efficacy was found to have a partial mediating effect. As indicated above, academic self-efficacy and self-directed learning were significant predictors of academic achievement. Conclusion: The study results can be used as basic data to conduct future studies. Furthermore, results can inform the development of educational programs that enhance self-directed learning, learning flow, and academic self-efficacy to improve students' academic achievement in the department of emergency technology.

• 공학교육연구
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• 제22권2호
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• pp.3-15
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• 2019

This study analyzed the evaluations of instructors and experts on flipped learning-based engineering in order to suggest improvement strategies. This study was conducted with 8 engineering courses which participated in the flipped learning course development project of C university from 2017-2018. As a result of the analysis, the instructors and experts pointed out that the pre-learning was not performed and checked effectively. In this regard, the instructors suggested the students' burden of pre-learning, the lack of understanding about flipped learning, and the experts suggested the lack of instructional strategies to facilitate pre-learning. In addition, the instructors and the experts pointed out that the courses were still instructor-centered. The instructors evaluated that they operated the instructor-led course by themselves. In addition, the experts suggested that there was not enough instructional strategies to activate the learner-centered activities. The number of the students and the lecture room environment that were not appropriate for the learner- centered class were the evaluation opinions of both the instructors and the experts. In addition, the professor suggested the lack of understanding and preparation of the flipped learning of the instructors and the learner as the main opinion, and the experts pointed out that the online learning system and classroom was not linked for pre-learning, classroom learning, and the post-learning. Based on these results, suggestions for improvement of flip learning based engineering course were suggested.

• 전기전자학회논문지
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• 제25권4호
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• pp.644-649
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• 2021

Self-Imitation Learning은 간단한 비활성 정책 actor-critic 알고리즘으로써 에이전트가 과거의 좋은 경험을 활용하여 최적의 정책을 찾을 수 있도록 해준다. 그리고 actor-critic 구조를 갖는 강화학습 알고리즘에 결합되어 다양한 환경들에서 알고리즘의 상당한 개선을 보여주었다. 하지만 Self-Imitation Learning이 강화학습에 큰 도움을 준다고 하더라도 그 적용 분야는 actor-critic architecture를 가지는 강화학습 알고리즘으로 제한되어 있다. 본 논문에서 Self-Imitation Learning의 알고리즘을 가치 기반 강화학습 알고리즘인 DQN에 적용하는 방법을 제안하고, Self-Imitation Learning이 적용된 DQN 알고리즘의 학습을 다양한 환경에서 진행한다. 아울러 그 결과를 기존의 결과와 비교함으로써 Self-Imitation Leaning이 DQN에도 적용될 수 있으며 DQN의 성능을 개선할 수 있음을 보인다.