• Journal of Agricultural Extension & Community Development
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• v.8 no.1
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• pp.25-40
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• 2001

The purposes of the study were to identify satisfaction and achievement of learning by female learner's characteristics, and to suggest measures to improve quality of education in internet education programs. In order to determine the educational effectiveness associated with the characteristics of learners, this study attempted to employ two way approaches by observing the degree of achievement for learning, which represents an instructor-oriented approach, and the degree of satisfaction for education, which represents a learner-oriented approach to enhance the quality of internet education for female learners. As an approach to evaluate the educational effectiveness, the degree of achievement in learning(Tyler's classical approach), and the degree of satisfaction for education (Scriven's consumer-oriented evaluation model) were utilized. A survey form was developed by the researcher after reviewing the various tools originated from Boshier, Cross, Gagne and Choi, and distributed to a panel of judges that examined the content validity of the instrument. The sample for the study consisted of 160 female learners from three universities in Seoul and capital area, and the survey form was used to collect data for this study. The SPSS WIN program was used in analyzing the data and a series of statistical tests were conducted including frequency, percentile, t-test, ANOVA, correlation, multiple regression, and factor analysis. The statistical significance level was 0.05. The following conclusion were drawn from this study of female internet education. First, it was evident that female internet learners tend to utilize information from internet, and this can be interpreted as participants' positive attitude, and voluntary participation. Second, educational facilities and services should be improved in the future, because the level of satisfaction was low in these areas compared to curriculum and educational methodology. Third, the participating factors influenced by the level of satisfaction for education of learner characteristics were the 'formation of inter-personal relationship and willingness to change' and the 'needs for education on internet', thus appeared that both social and educational needs influenced the level of satisfaction for education. Fourth, the degree of achievement in learning was higher in the order of 1) attitude 2) function 3) knowledge, thus, attitude change was the most important in achievement of learning. Fifth, the individual background that influenced the level of achievement in learning were age and educational experience. As for the individual level of achievement for learning, the younger and more educated group were more satisfied.

• Journal of Gifted/Talented Education
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• v.26 no.1
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• pp.1-20
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• 2016

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.

• Journal of Korean Home Economics Education Association
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• v.18 no.3 s.41
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• pp.149-161
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• 2006

This study examined preferences for the clothing and textiles section of 'Technology and Home Economics' course, comparing males to females, and subdividing three groups based on the preference of the clothing and textiles section: a high-preference group, a medium-preference group, and a low-preference group. Their perceptions of the section. need to study, level of practice of teamed content, and learning needs were compared between males and females and among the three sub-groups. The subjects of this study were 176 male and 176 female high school students in Seoul. Data were collected using questionnaires with a 5-plint scale in September, 2004. Finally, 352 questionnaires were analyzed by the SPSS program. The results showed that all preferences for the clothing and textiles section were average and girls' preferences were higher than boys' preferences. General perceptions of the clothing and textiles section were positive, and there were no significant differences by gender. The perceptions of the high-preference group were more positive than those of the other two groups. The perceived importance of studying was high. especially with respect to clothing care and storage. Girls reported a greater need to study than boys did. Among both boys and girls, the high-preference group reported a greater need to study than the middle and low-preference groups did. The level of practice of learned content was leo, except for contents related to attire and the purchase of clothing. Girls practiced contents learned about attire more than boys did. Among boys, the high-preference group practiced contents teamed in all areas more than boys in the other two groups. However, among girls. only content related to attire was preferentially practiced by the high-preference group. Both boys and girls exhibited tile greatest learning need for fashion coordination. Girls had more learning needs than boys in all contents, except for clothing and environment. Among all students, the higher the level of preference, the higher their learning needs.

• Journal of the Korean Home Economics Association
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• v.42 no.8
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• pp.15-32
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• 2004

The purpose of this study is to develop an environmental education program for environmentally friendly consumer behaviors by analyzing factors influencing the attitude-behavior relationship, and examining consumer information needs about environmental problems. Environmental information demanded by consumers could be classified into five main areas; 'use and disposal of environmentally friendly resources', 'purchase of environmentally friendly goods', 'environmental problems and consumer sovereignty', 'environmental laws and regulations' and 'environmental values and consumer's civil consciousness'. Based on the study results, an environmental education program for consumers was developed which consisted of two main parts, basis and practice. The former aimed to strengthen consumer consciousness about environmental problems and the latter, to make regular environmentally friendly consumer behaviors. The two parts were correlated. Thus strengthening environment-related consumer consciousness by learning the part of basis could promote of environmentally friendly consumer behaviors.

• International Journal of Human Ecology
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• v.10 no.2
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• pp.25-37
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• 2009

This study investigated differences in related factors affecting life satisfaction with the elderly in or above middle class experiencing successful ageing. In the study, the respondents were 206 elderly people whose occupation (professional career) placed them in the middle and upper class range residing in metropolitan Seoul. Major results are summarized as follows: (1) In order to test gender differences, results of t-test show that there are 13 variables with seven of those being statistically significant and the rest being insignificant. (2) Needs fulfillment and physical functioning are significant factors for Korean male elders to be satisfied with their later lives. Needs fulfillment, physical functioning, group activity, and learning activity are significant factors for Korean female elders to be satisfied with their later lives.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.10 no.11
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• pp.3308-3314
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• 2009

The purpose of this research is to develop a model of teacher education system in u-Learning age. To achieve the purpose, first, the current teacher education system was analyzed. Second, ubiquitous technologies which could be used in future teacher education system were analyzed. Third, functions of ubiquitous technologies supporting communication between the elements of teacher education system were explored based on the analysis of the technologies. Forth, researchers analyzed pre-service teachers' understanding, needs, and demands for the future teacher education system in u-Learning age. The model of teacher education system which is appropriate for u-Learning age was proposed based on the results of analyses. The developed model could help to educate pre-service teachers who will lead the education in u-Learning age.

• Journal of the Korean Institute of Intelligent Systems
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• v.13 no.6
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• pp.635-642
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• 2003

Reinforcement learning got successful results in a lot of applications such as control and scheduling. Various function approximation methods have been studied in order to improve the learning speed and to solve the shortage of storage in the standard reinforcement learning algorithm of Q-Learning. Most function approximation methods remove some special quality of reinforcement learning and need prior knowledge and preprocessing. Fuzzy Q-Learning needs preprocessing to define fuzzy variables and Local Weighted Regression uses training examples. In this paper, we propose a function approximation method, Fuzzy Q-Map that is based on on-line fuzzy clustering. Fuzzy Q-Map classifies a query state and predicts a suitable action according to the membership degree. We applied the Fuzzy Q-Map, CMAC and LWR to the mountain car problem. Fuzzy Q-Map reached the optimal prediction rate faster than CMAC and the lower prediction rate was seen than LWR that uses training example.

• Journal of Practical Engineering Education
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• v.9 no.1
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• pp.23-30
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• 2017

This is a study on a case applying flipped learning to coding classes that is a college liberal arts course. A required coding class for the students who do not major in computers needs a teaching method differentiated from a coding education for training experts. The present study presented a flipped learning teaching model for the coding education of non-major students, and observed its effect and possibility. Flipped learning enables learners to learn with on-line contents anywhere and anytime they want and concentrate on practice education based on what they learned during class. Accordingly, the study sought for the solution to maximize the efficiency of teaching and learning through flipped learning. A pre and post surveys after applying a flipped learning to a practical class confirmed that the students taught using flipped learning were more positively assessed in learning satisfaction than those taught using a traditional method, and that in academic achievement as well, flipped learning was more effective.

• Journal of Intelligence and Information Systems
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• v.22 no.4
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• pp.193-215
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• 2016

In recent years, the proliferation of diverse social networking services has led users to use many mediums simultaneously depending on their individual purpose and taste. Besides, while collecting information about particular themes, they usually employ various mediums such as social networking services, Internet news, and blogs. However, in terms of management, each document circulated through diverse mediums is placed in different categories on the basis of each source's policy and standards, hindering any attempt to conduct research on a specific category across different kinds of sources. For example, documents containing content on "Application for a foreign travel" can be classified into "Information Technology," "Travel," or "Life and Culture" according to the peculiar standard of each source. Likewise, with different viewpoints of definition and levels of specification for each source, similar categories can be named and structured differently in accordance with each source. To overcome these limitations, this study proposes a plan for conducting category mapping between different sources with various mediums while maintaining the existing category system of the medium as it is. Specifically, by re-classifying individual documents from the viewpoint of diverse sources and storing the result of such a classification as extra attributes, this study proposes a logical layer by which users can search for a specific document from multiple heterogeneous sources with different category names as if they belong to the same source. Besides, by collecting 6,000 articles of news from two Internet news portals, experiments were conducted to compare accuracy among sources, supervised learning and semi-supervised learning, and homogeneous and heterogeneous learning data. It is particularly interesting that in some categories, classifying accuracy of semi-supervised learning using heterogeneous learning data proved to be higher than that of supervised learning and semi-supervised learning, which used homogeneous learning data. This study has the following significances. First, it proposes a logical plan for establishing a system to integrate and manage all the heterogeneous mediums in different classifying systems while maintaining the existing physical classifying system as it is. This study's results particularly exhibit very different classifying accuracies in accordance with the heterogeneity of learning data; this is expected to spur further studies for enhancing the performance of the proposed methodology through the analysis of characteristics by category. In addition, with an increasing demand for search, collection, and analysis of documents from diverse mediums, the scope of the Internet search is not restricted to one medium. However, since each medium has a different categorical structure and name, it is actually very difficult to search for a specific category insofar as encompassing heterogeneous mediums. The proposed methodology is also significant for presenting a plan that enquires into all the documents regarding the standards of the relevant sites' categorical classification when the users select the desired site, while maintaining the existing site's characteristics and structure as it is. This study's proposed methodology needs to be further complemented in the following aspects. First, though only an indirect comparison and evaluation was made on the performance of this proposed methodology, future studies would need to conduct more direct tests on its accuracy. That is, after re-classifying documents of the object source on the basis of the categorical system of the existing source, the extent to which the classification was accurate needs to be verified through evaluation by actual users. In addition, the accuracy in classification needs to be increased by making the methodology more sophisticated. Furthermore, an understanding is required that the characteristics of some categories that showed a rather higher classifying accuracy of heterogeneous semi-supervised learning than that of supervised learning might assist in obtaining heterogeneous documents from diverse mediums and seeking plans that enhance the accuracy of document classification through its usage.

• The Mathematical Education
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• v.57 no.1
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• pp.1-36
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• 2018

The purpose of this study is to examine the relationship between utilization of technology and TPACK in mathematics teachers, and to analyze needs and retentions, difference between needs and retentions, and educational needs of TPACK in mathematics teachers. Furthermore, we will prioritize TPACK items that mathematics teachers want to change, and provide implications for teacher education related to TPACK in the future. To do this, we analyzed 328 mathematics teachers nationwide by using survey on the utilization of technology, averages of TPACK's needs and retentions, t-test of two averages, Borich's educational needs analysis, and the Locus for Focus model. The results are as follows. Firstly, the actual utilization rate was lower than the positive recognition of utilization of technology by mathematics teachers, and many mathematics teachers mentioned the lack of knowledge related to TPACK. Secondly, the characteristics of in-service mathematics teacher's needs and retentions for TPACK were clear, and TPACK's starting line of in-service mathematics teacher can be different from pre-mathematics teacher's. The retentions was high in the order of CK, PCK and PK, and the needs was higher in the order of TPACK, TCK, TK and TPK. All of the higher retentions were knowledge related to PCK, and the value of CK was extremely high among them. In addition, mathematics teachers recognized needs for integrated knowledge related to technology, and they needed more TCK than TPK. The difference between needs and retentions showed that all items except two items in the PK were significant. Retentions of all items in CK was higher than needs, needs of all items in TK, TCK, TPK and TPACK was higher than retentions, PK and PCK were mixed. Thirdly, based on the analysis of Borich's educational needs and the Locus for Focus model, teacher education on TPACK for mathematics teachers needs to focus on TPACK, TK, TCK, and TPK. Specifically, TPACK needs to combine technology in terms of creativity-convergence, mathematical connections, communication, improvement of evaluation quality, and TK needs to new technology acquisition, function of utilizing technology, troubleshoot problems with technology, TCK needs to mathematical value(esthetic, practical) with technology, and TPK needs to consider technology in terms of evaluation methods, teaching and learning methods, improvement of pedagogy. Therefore, when determining the direction of teacher education related to TPACK in the future, if they try to reflect these items in detail, the teachers could participate more actively and receive practical help.