• The Journal of the Korea Contents Association
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• v.5 no.2
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• pp.19-28
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• 2005

A web-based instructor-learner system has changed the form into a learner-centered environment. Especially a self-regulated learning which is a self-leading and a positive learning, is an ideal learning, and the interest on it is more increasing. In this research, learners can organize the individualized course based on the learner's demand and learning level after making a contract process with the system, The self-regulated learning system which can recognize a learning status and result by analyzed data, and which can lead to a learning goal effectively by establishing a learning strategy, is designed and implemented. The proposed system provides the learner-centered learning environment which can process the differentiated and flexible individualized-teaming service considering an individual characteristic.

• International journal of advanced smart convergence
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• v.13 no.2
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• pp.258-266
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• 2024

E-learning systems have proliferated in recent years, particularly in the wake of the global COVID-19 pandemic. For kids, there isn't a specific online learning platform available, though. To do this, new conceptual models of training and learning software that are adapted to the abilities and preferences of end users must be created. Young pupils: those in kindergarten, preschool, and elementary school are unique subjects with little research history. From the standpoint of software technology, young students who have never had access to a computer system are regarded as specific users with high expectations for the functionality and interface of the software, social network connectivity, and instantaneous Internet communication. In this study, we suggested creating an electronic learning management system that is web-based and appropriate for primary school pupils. User-centered design is the fundamental technique that was applied in the development of the system that we are proposing. Test findings have demonstrated that students who are using the digital environment for the first time are studying more effectively thanks to the online learning management system.

• International conference on construction engineering and project management
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• 2015.10a
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• pp.583-587
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• 2015

Scenario-based learning (SBL) has been used in a variety of training situations across different disciplines. Despite its seemly widespread use in construction management discipline, very few attempts have been made to explore its effectiveness and the respective students' learning experience. Using a survey research design, this study aims to investigate students' perceptions on SBL approach in construction management courses. The specific objectives are: (i) to identify the characteristics of a favourable SBL environment, and (ii) to explore the students' learning experience and effectiveness of the SBL approach. The results show that the four characteristics of a favourable SBL environment are: effective team formulation, constant engagement with lecturer, working in a group, and incorporation of motivational incentive for participation. The students really appreciated the opportunities to apply concepts learnt in the lectures in their SBL group work. Also, they perceived that the SBL approach is effective in developing their reflective and critical thinking skills, analytic and problem-solving skills and their ability to work as a team. These findings should facilitate more critical approaches to similar form of teaching methods.

• Educational Technology International
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• v.9 no.2
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• pp.123-142
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• 2008

The purpose of this study was to examine how computer conferencing might facilitate collaborative learning for students to engage in meaningful discussion. The participants in this study consisted of the instructor and the students in a graduate level course. Different sources of evidence were used to triangulate the data: in-depth interviews, content analysis of transcripts of discussion, and other archival data including course syllabus, presentation materials, and lecture notes. Participants perceived web-based learning as collaborative process, providing opportunities to share the idea, respect and evaluate different perspectives, and co-construct new insights. Analysis of the data revealed several challenges related collaboration in a web-based learning environment: absence of a sense of community, technical problems, adaptability to different types of learner, and managing the discussion. The data also indicated that a variety of strategies were used to facilitate learning: building a sense of community, technical support, developing instructional methodologies, class size, and design of the content.

• Journal of Power Electronics
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• v.10 no.6
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• pp.595-603
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• 2010

In this paper, teaching in a "switching converter (SC) design" course using problem-based learning (PBL) with dynamicbehavior- model simulation, given at Lunghwa University of Science and Technology (LHU), Taiwan, is proposed. The devised methodology encourages students to design and implement the SCs and regulate the controller's parameters in frequency domain by using 'sisitool' ('bode') in the MATLAB toolbox. The environment of PBL with converter characterization modeling and simulation reforms the learning outcome greatly and speeds up the teaching-learning process. To qualify and evaluate the learning achievements, a hands-on project cooperated with the continuous assessment approach is performed to modulate the teaching pace and learning direction in good time. Results from surveys conducted in the end of the course provided valuable opinions and suggestions for assessing and improving the learning effect of the proposed course successively. Positive feedbacks from the examinations, homework, questionnaires, and the answers to the lecturer's quizzes during class indicated that the presented pedagogy supplied more helpfulness to students in comparisons with conventional teaching paradigm, their learning accomplishments were better than expected as well.

• Journal of the Korea Society of Computer and Information
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• v.11 no.4 s.42
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• pp.27-33
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• 2006

In the near future, we can access information which we want, whenever we want, wherever we use. Because almost devices in ubiquitous environment are connected by either wired or wireless network. Especially, u-Learning emphasizing on pedagogical property is enable to improve learning abilities. As researches of the previous u-Learning. there have been learning by mobile devices such like PDAs as well as the smart classroom, which makes the remote students participate in the existing class. However, these researches have not satisfied pedagogical, cooperative and ubiquitous properties yet. Thus we suggest the framework for both local and mobile classroom, which can make the properties easy to satisfy.

• International Journal of Contents
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• v.15 no.3
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• pp.32-38
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• 2019

We usually suffer from difficulties in treating or managing Big Data generated from various digital media and/or sensors using traditional mining techniques. Additionally, there are many problems relative to the lack of memory and the burden of the learning curve, etc. in an increasing capacity of large volumes of text when new data are continuously accumulated because we ineffectively analyze total data including data previously analyzed and collected. In this paper, we propose a general-purpose classifier and its structure to solve these problems. We depart from the current feature-reduction methods and introduce a new scheme that only adopts changed elements when new features are partially accumulated in this free-style learning environment. The incremental learning module built from a gradually progressive formation learns only changed parts of data without any re-processing of current accumulations while traditional methods re-learn total data for every adding or changing of data. Additionally, users can freely merge new data with previous data throughout the resource management procedure whenever re-learning is needed. At the end of this paper, we confirm a good performance of this method in data processing based on the Big Data environment throughout an analysis because of its learning efficiency. Also, comparing this algorithm with those of NB and SVM, we can achieve an accuracy of approximately 95% in all three models. We expect that our method will be a viable substitute for high performance and accuracy relative to large computing systems for Big Data analysis using a PC cluster environment.

• The Journal of Sustainable Design and Educational Environment Research
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• v.12 no.2
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• pp.43-52
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• 2013

This study aims to theoretically examine the educational and living elements that are needed for social education in the school system and suggest an approach to apply this result to the environmental aspects of the space in schools. To do this, characteristics of space in exemplary middle school oversee were analyzed. Also, the characteristics and status of the school space environment that foster socialization were examined. In order to increase students' social skills, the following community space should be considered. 1) teaching and learning spaces facilitating a variety of teaching methods, such as lecture, discussion, seminar classes, 2) open-spaces for communication among students, such as home base, hall, library, museum, and restaurant, 3) open-spaces for STEM education, 4) transparent windows located in the boundary wall between classrooms and hallways, 5) a large performance stage for presentation of student activities and experiences, 6) smart-learning spaces for fluent ICT system in classes and in public spaces, 7) restaurants and libraries located in the middle space of the school, and 8) ecological environments for student learning.

• Educational Technology International
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• v.9 no.2
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• pp.97-121
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• 2008

The purposes of the present study are to describe the design of mobile learning scenarios based on learning sciences theories, and to discuss implications for the future research in this area. To move beyond mere speculations about the abundant possibilities of mobile learning and to make real impact in K-12 school settings, it is critical to conduct school-based research grounded on the learning sciences theories. Towards this end, this paper describes school-based mobile learning projects conducted by a research team at the Learning Sciences Lab in Singapore, and then discusses the possibilities and challenges of mobile learning to further inform future research. Specifically, this paper explores the affordances of mobile technology, such as portability, connectivity and context-sensitivity, to design seamless learning scenarios that bridge formal and informal learning experiences. The authors present a framework for re-conceptualizing different types of learning based on physical settings and intentionality, and then describe two seamless learning scenarios, namely 3Rs and Chinatown Trail, which were implemented in one primary school in Singapore. In conclusion, the authors discuss the affordances of seamless mobile learning for enhancing one's lived experiences to build a living ecological relationship between the person and the environment, and how mobile technology can play a critical role for enabling such lived experiences.

• The Journal of Sustainable Design and Educational Environment Research
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• v.4 no.4
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• pp.25-38
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• 2004

Schools have focused so far on a student-oriented education. As the roles of schools, however, have been increasingly emphasized in the information society, community-centered functions are now additionally required. Beyond simply allowing communities to utilize selected facilities, schools can conduct re-education programs for community residents and actively use their facilities for such purposes. As explained above, schools must continuously evolve to meet current needs and demands, such as by offering special classes and utilizing learning facilities in the elementary levels to promote learning in ever-changing societies. This study analyzed the functions of school facilities to communities, as well as the educational functions involved in teaching-learning processes, in light of the advent of a knowledge and information society. Through analysis, the types of information facilities in elementary schools were derived. On the basis of such derived types, systematic and reasonable methods to estimate the scope were suggested.