• East Asian mathematical journal
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• v.39 no.2
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• pp.167-181
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• 2023

The purpose of this study is to confirm the possibility of whether learning using a math learning platform can be used to expand students' conceptual structure and to consider how to use it. To this end, first-year middle school students studied using a math learning platform. Then, the concept map created was compared and analyzed with the concept map created before learning to examine the change in the concept structure. The results of analyzing the concept map are as follows. First, the change in the hierarchical structure of the concept appeared as the division of the upper concept was subdivided. However, it has also been changed to comprehensively integrate and simplify higher concepts. The term-centered concept structure has changed to content-centered superordinate and subordinate concepts. In the concept structure, subordinate concepts linked to one higher concept were expanded and differentiated. Second, changes in the integrated structure did not form a linkage structure. The expansion of the integrated structure of concepts through learning using the learning platform was influenced by the composition of the learning contents designed in the learning platform.

• East Asian mathematical journal
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• v.39 no.4
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• pp.419-436
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• 2023

In this study, we aimed to develop a teacher-adaptive platform model that enhances teachers' instructional activities and teaching capabilities, allowing them to conduct intended lessons effectively. The platform is designed to support various teaching and learning activities based on the instructional situation, and additionally provides teaching and learning materials, assessment questions, and results. The developed teaching and learning platform utilized Moodle, an open-source-based LMS solution that provides various tools for online learning. The platform was specifically designed for teaching conic sections in high school geometry, and it was constructed to enable teachers to deliver their intended lessons effectively.

• International Journal of Internet, Broadcasting and Communication
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• v.15 no.3
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• pp.231-238
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• 2023

As the demand for distance education increases, interest in the management of learners' rights is increasing. Blockchain technology is a technology that guarantees the integrity of the learner's learning history, and enables learner-led learning control, data security, and sharing of learning resources. In this paper, we proposed a blockchain technology-based learning management system based on Hyperledger Fabric that can be verified through permission between nodes among blockchain platforms. Learning resources can be shared differentially according to the learning progress. Also the percentage of individual learners that can be managed. As a result of the study, the superiority of the platform in terms of convenience compared to the existing platform was demonstrated. As a result of the performance evaluation for the research in this paper, it was confirmed that the convenience was improved by more than 5%, and the performance was 4-5% superior to the existing platform in terms of learner satisfaction.

• Journal of Information Technology Services
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• v.20 no.5
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• pp.147-158
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• 2021

The digital transformation and COVID-19 are also causing major changes in teaching-learning methods. The biggest change is the spread of remote training and the emergence of various innovative learning platforms. Distance education has been criticized for not meeting technology trends and field demands..However, the problem of distance education is being solved through a system that supports various interactions and collaborations and supports customized learning paths. The researcher conducted a case study on domestic and foreign learning platforms that provide non-face-to-face ICT education. Based on the case study results, the researcher presented the functional characteristics of a learning platform that effectively supports non-face-to-face learning. In common, these sites faithfully supported the basic functions of the information system. In addition to learning progress check and learning guidance, some innovative learning platforms were providing differentiated functions in practice support, performance management, mentoring, learning data analysis, curation provision, and CDP support. Most learning platforms supported one-way, superficial interaction. If the platform effectively supports a variety of learning experiences and provides an integrated learning experience thanks to the development of IT technology, user satisfaction with the learning platform, intention to continue learning, and achievement will increase.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.119-130
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• 2021

This study aimed at Evaluate Students' Interaction and Happiness in Distance Learning Among Students with Learning-Difficulties, by identifying the level of students' interaction in distance education and differences between them, as well as its impact on their happiness to learn. To achieve the aim of the study, two scales were designed for this purpose and were applied to a sample consisting of (310) individuals. The results showed that the level of students' interaction through the e-learning platform was at a high level. The results also showed that there was no statistically significant difference between the mean scores of males and females in the scale of students' interaction through the e-learning platform. There was no statistically significant difference between them in their happiness for distance learning via the online platform. There were also no statistically significant differences related to the grade variable in the level of interaction through the electronic platform and in the happiness to learn, while there was a positive statistically significant effect of interaction through the electronic platform on students' happiness to learn.

• Journal of Digital Contents Society
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• v.9 no.2
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• pp.225-233
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• 2008

Rapid advancement information and communication technologies has introduced various dimension of e-Learning environment such as u-learning(ubiquitous learning), m-learning(mobile learning) and t-learning(television learning). These technologies enabled learners to access learning contents through variety of devices with more flexibility and consistency. In order to implement learning through these multiple environments, basically it is necessary to acquire and process the platform information that contains properties and status of the web-accessing devices. In this study, we introduce the design and implementation of a Platform Analyzer Model which is essential for learning systems that support multi-platform environment. We also present a Interactive DTV-Centered multi-platform learning environment framework using PC, PDA or Mobile phone. Finally, we will discuss the possibility of the multi-platform learning environment with sample scenario and contents.

• International Journal of Computer Science & Network Security
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• v.21 no.5
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• pp.98-112
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• 2021

This study aimed at measuring students' interaction in distance education through the electronic platform among intermediate school students, by identifying the level of students' interaction in distance education and differences between them, as well as its impact on their motivation to learn. To achieve the aim of the study, two scales were designed for this purpose and were applied to a sample consisting of (268) individuals. The results showed that the level of students' interaction through the e-learning platform was at a high level. The results also showed that there was no statistically significant difference between the mean scores of males and females in the scale of students' interaction through the e-learning platform. There was no statistically significant difference between them in their motivation for distance learning via the online platform. There were also no statistically significant differences related to the grade variable in the level of interaction through the electronic platform and in the motivation to learn, while there was a positive statistically significant effect of interaction through the electronic platform on students' motivation to learn.

• International Journal of Contents
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• v.5 no.1
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• pp.1-8
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• 2009

The new paradigm called the web 2.0 recently appeared in the web environment. We pay attention to the positive effects which may be brought about by application of the web 2.0 to e-learning; we think that it can improve problem solving skills of learners and reinforce their creativity. But until now, e-learning model, which understood the web 2.0 concept completely, has been never developed. In this context, we propose the web 2.0-based e-learning platform which induces all the courses for education such as the selection of topic, preparation of lecture schedule and contents, teaching and learning, to be decided by participants. We believe that this platform can replace or supplement the e-learning of web 1.0 age, and realize the positive effects.

• Journal of Christian Education in Korea
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• v.66
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• pp.309-341
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• 2021

The purpose of this study is to develop an intelligent learning platform model for faith education in preparation for the post-corona era. This study reviewed artificial intelligence algorithms, research on learning platform development, and prior research related to faith education. The draft of the intelligent learning platform design model was developed by synthesizing previous studies. The developed draft model was validated by a Delphi survey targeting 5 experts. The content validity of the developed draft model was all 1. This is the validation of the draft model. Three revised opinions of experts were presented on the model. And the model was revised to reflect the opinions of experts. The modified final model consisted of three areas: learning materials, learning activities, learning data, and artificial intelligence. Each area is composed of 9 elements of curriculum, learning content additional learning resources, learner type, learning behavior, evaluation behavior, learner characteristic data, learning activity data, artificial intelligence data, and learning analysis. Each component has 29 sub-elements. In addition, 14 learning floors were formed. The biggest implication of this study is the first development of a basic model of an intelligent learning platform for faith education.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2022.06a
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• pp.363-364
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• 2022

The COVID-19 pandemic had substantial negative impacts and caused several disruptions to the global supply chain of the shipping industry. The key challenges identified in terms of maritime manpower are the Certificates of Competency (CoC) or the expiration and/or failure to complete refresher and/or revalidation courses, which directly hinder employment retention and lost opportunities at sea. To tackle this issue directly and swiftly, the creation of the APEC SEN Distance Learning Platform was suggested and approved by APEC as part of an official project. This paper introduces the APEC-wide accessible distance learning platform with the following key topics: the organisation and operation of the platform, the themes and content to be prioritised, the process of education, training, certification, and the ways to promote accreditation, mutual recognition on CoC, education and training videos by taking collaborative actions, and the development of content.