• Journal of Engineering Education Research
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• v.24 no.1
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• pp.34-45
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• 2021

This research is a case study about "Critical Thinking and Debate Education" class which was done for freshmen at the engineering college of "S" Women's University. Real time remote classes through LMS and ZOOM were the most effective tools under on-line circumstances, considering the fact that video lectures only cannot cultivate students' capabilities of critical thinking and communication. Throughout the analysis on students' self-reflection journals and lecture evaluations, this paper examined considerable future points and the pros and cons of "Critical Thinking and Debate Education" under online presentation and discussion situation. As research outputs, students told they could feel less nervousness and anxiety when they exercise and have a presentation because they could choose familiar space for them. In addition, students also told that they feel comfortable about both self-feedback and peer evaluation, repeatedly seeing the recorded video clip. However, on the contrary, sometimes students felt uncomfortable due to unstable internet connection through the online classes, and they also were regretful about the missing chances of interaction between a teacher and students and of intimate exchanges among students. They also told they had felt a kind of limit of enhancing their presentation skills just in front of the monitor. Considering these outcomes, this research paper points out that online education needs to be proceeded by strengthening multi layered feedback to students with the build-up of a non-face-to-face stable educational infrastructure, application of online instructional strategy, and utilization of YouTube platform and video contents. Through this research paper, I hope the new system of encompassing on/off line "Critical Thinking and Debate Education" and effective teaching and learning method can be developed soon by strengthening the strength of online education.

• Journal of Digital Convergence
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• v.11 no.4
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• pp.409-414
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• 2013

The purpose of this study is to verify the effects of partial-cyber and full-cyber lectures and explore directions for improvement. This study compared the mean scores of course evaluation for traditional face-to-face lectures, partial-cyber lectures of blended instruction, and full-cyber lectures. Also, this study interviewed instructors of full-cyber lectures to investigate the ways to enhance the lecture quality. The findings suggest that the course evaluation scores for full-cyber university were consistently lower than those for other types of lectures for four semesters between the years of 2011 and 2012. Results also showed that mean scores of partial-cyber lectures were the same as those of face-to-face lectures. After all, class satisfaction in full-cyber courses that learning occurs in cyber space was the lowest. Instructors who taught full-cyber lectures proposed that enrollment should not be within 60 students and professional assistance should be provided for lectures exceeding 60 students. Finally, they suggested content updates through a collaborative system with professionals, instructors' efforts to enhance interaction in both online and offline contexts, and learning quantity rationalization.

• Journal of Advanced Navigation Technology
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• v.6 no.1
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• pp.37-43
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• 2002

This paper describes the performance evaluation and analysis of Wireless Local Area Network (W-LAN) in the 5 GHz ISM-band in compliance with IEEE 802.11a. At present, most W-LAN products are based on 2.4 GHz band, but low speed (11Mbps) has the limitation to serve systems demanding high-speed data transmission. To solve this problem, it is necessary to design next generation W-LAN system with 54Mbps in the 5GHz. It is sure that implementation of next generation W-LAN will bring competitive advantages. In particular, it will support telecommunications for high-speed mobile environments as well as for fixed places such as a school zone, a lecture room, a hospital and other premises. A few simulation methods are applied to more accurate and reliable performance analysis of next generation W-LAN. To verify if continuous data service is supported for a high-speed mobile notebook, multi-path fading channels between wireless Access Point (AP) and wireless Network Interface Card (NIC) are modeled. In addition, low interference is analyzed via convolutional codes and Orthogonal Frequency-Division Multiplexing (OFDM). Also, to obtain reliable Bit Error Rate (BER), a single tap Least Mean Square (LMS) equalizer is applied. Given the above simulation, next generation W-LAN is an ideal solution for continuous data transmission in high-speed mobile environments.

• 대한공업교육학회지
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• v.43 no.2
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• pp.97-113
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• 2018

The purpose of this study was to investigate the process and meaning of the expansion of the technology education curriculum of general high school. For the study, research problems were set up according to the procedure of case study method, and cases suitable for research were identified and data were collected through interviews with the teachers of the schools. The examples used in the study were two high schools in Gyeonggi - do, and the collected data were visualized in concept form through semantic analysis process. The results of the two schools are summarized as follows. First, the revision of unit school curriculum has been started through crisis and challenge awareness. Second, it is necessary to use the free lecture system suggested in the 2015 revised curriculum. Third, students should change their perceptions of students and curriculum by enhancing class through various skills and education activities suitable for high school level. Fourth, we must continuously strive to develop professionalism as a technology teacher. It is difficult to expand the curriculum of the school because there is only one technology teacher in the general high school. However, through the cases of this study, it is expected that the importance of the technology subject and the change of awareness will be realized as various education activities for the career choice in the high school credit system. do.

• Journal of the Korean Institute of Landscape Architecture
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• v.48 no.5
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• pp.80-88
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• 2020

With the issuance of one-week fine dust emergency reduction measures in March 2019, the public's anxiety about fine dust is increasingly growing. In order to assess the application of air purifying plant-based bio-filters to public facilities, this study presented a method for measuring pollutant reduction effects by creating an indoor environment for continuous discharge of particle pollutants and conducted basic studies to verify whether indoor air quality has improved through the system. In this study conducted in a lecture room in spring, the background concentration was created by using mosquito repellent incense as a pollutant one hour before monitoring. Then, according to the schedule, the fine dust reduction capacity was monitored by irrigating for two hours and venting air for one hour. PM₁₀, PM_2.5, and temperature & humidity sensors were installed two meters front of the bio-filters, and velocity probes were installed at the center of the three air vents to conduct time-series monitoring. The average face velocity of three air vents set up in the bio-filter was 0.38±0.16 m/s. Total air-conditioning air volume was calculated at 776.89±320.16㎥/h by applying an air vent area of 0.29m×0.65m after deducing damper area. With the system in operation, average temperature and average relative humidity were maintained at 21.5-22.3℃, and 63.79-73.6%, respectively, which indicates that it satisfies temperature and humidity range of various conditions of preceding studies. When the effects of raising relatively humidity rapidly by operating system's air-conditioning function are used efficiently, it would be possible to reduce indoor fine dust and maintain appropriate relative humidity seasonally. Concentration of fine dust increased the same in all cycles before operating the bio-filter system. After operating the system, in cycle 1 blast section (C-1, β=-3.83, β=-2.45), particulate matters (PM₁₀) were lowered by up to 28.8% or 560.3㎍/㎥ and fine particulate matters (PM_2.5) were reduced by up to 28.0% or 350.0㎍/㎥. Then, the concentration of find dust (PM₁₀, PM_2.5) was reduced by up to 32.6% or 647.0㎍/㎥ and 32.4% or 401.3㎍/㎥ respectively through reduction in cycle 2 blast section (C-2, β=-5.50, β=-3.30) and up to 30.8% or 732.7㎍/㎥ and 31.0% or 459.3㎍/㎥ respectively through reduction in cycle 3 blast section (C-3, β=5.48, β=-3.51). By referring to standards and regulations related to the installation of vegetation bio-filters in public facilities, this study provided plans on how to set up objective performance evaluation environment. By doing so, it was possible to create monitoring infrastructure more objective than a regular lecture room environment and secure relatively reliable data.

• Journal of the Korea Convergence Society
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• v.6 no.6
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• pp.293-299
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• 2015

MOOC (Massive Open Online Course) is an online course aimed at limited participation and open access via the web. There is even the prospect that MOOC may break down the existing university system and open a new horizon of education. However, MOOC is going differently from the first prospect that it would threat the existing higher education institutions. So this study wishes to provide a starting point of discussion that we can produce and utilize MOOC to fit our situation of higher education by revealing the inherent problems of MOOC. MOOC is a basically online education, so that it cannot help inheriting the essential weakness of the existing one: the interaction, supervision and evaluation. The newly added concept 'massive' raises the problem of class size which is the most sensitive part in the field of education. The concept 'open' reverses a customized education because MOOC is a kind of video clips of a lecture for unspecific massive learners. As a conclusion, we predicts that MOOC will be positioned as a higher education service for very prominent learners in self-led learning ability and people who cannot access even traditional online higher education institutions. Also MOOC is highly likely to be used as a means of Flipped Learning in universities. Therefore, considering these points in the future, we need to develop MOOC to suit these targets.

• Journal of Science Education
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• v.44 no.2
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• pp.240-258
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• 2020

The advances in science technology brought about a new form of learning called flipped-learning: a combination of on-line and off-line learning. A flipped learning is a form of blended learning which has become quite popular, nowadays, in the field of education. Despite the emphasis on the importance of medical humanities in medical education program, there are no effective teaching and learning models to realize the purpose of medical humanities education. This study explores the possibility of flipped-learning to apply medical humanities classes. The class was designed based on the ADDIE model consisting of five stages, analysis - design - development - execution - evaluation. In order to do 'flipped-learning,' the instructor reconstructs the purpose of medical humanities education, instructional purpose and content, and analyzed learner. The contents of the medical humanities class were structured considering the purpose of the introduction to the medical humanities in the medical education program and the competencies that medical personnel should have in the developed health care environment. The instructor produces a video of the lecture and makes it possible to use LMS (Learning Management System) before and after classes, and conducts discussion activities so that learner-learner and learner-teacher interaction could actively occur during the class. The result of applying medical humanities lesson as flipped learning is as follows: First, it can realize the essence of medical humanities education. Second, it contributes to strengthening the competencies of health care provider. Third, flip learning can be used as a new teaching strategy for medical humanities education. The result of this study is expected to suggest new ways of introduction to teaching method in the traditional medical humanities class and contribute to the practice of designing and doing flipped learning of medical humanities class in the future.

• Journal of KIISE:Software and Applications
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• v.30 no.11
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• pp.1080-1091
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• 2003

Recently, the distance education has been rapidly proliferated with the rapid growth of the Internet and high speed networks. There has been relatively much research with regard to online lecture (teaching and studying) tools for the distance education, compared to the virtual laboratory tools (for self-study and experiments). In this paper, we design and implement a web-based simulation tool, named as SimDraw, for the virtual laboratory in the distance education. To apply the web-based simulation technology into the distance education, some requirements should be met; firstly, the user interface of the simulation should be very easy for students. Secondly, the simulation should be very portable to be run on various computer systems of remote students. Finally, the simulation program on remote computers should be very thin so that students can easily install the program onto their computers. To meet these requirements, SimDraw adopts the client/server architecture; the client program contains only model development and animation functions so that no installation of a client program onto student's system is required, and it can be implemented by a Java applet in Web browsers. The server program supports client programs by offering the functions such as remote compiling, model storing, library management, and user management. For the evaluation of SimDraw, we show the simulation process using the example experimentation of the RIP(Routing Information Protocol) Internet routing protocol.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.279-290
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• 2021

As the university's academic management was not carried out smoothly due to COVID-19, and most of them were conducted as non-face-to-face classes, students' dropout is steadily increasing. In this study focus group interviews were conducted to analyze physics students and professors' recognition of the COVID-19 non-face-to-face class environment. Based on the results, the implications of non-face-to-face classes for physics education were presented. Physics students described their feelings about un-tact teaching as 'the class in which the body is comfortable but the mind is uncomfortable', 'a person who is smarter than me seems to explain a book, reading it' and 'a short clip lecture which may be comfortable but cause losses to me', while the professors also described them as 'a fully transformed class system' and 'a online class putting much burden on me'. Regarding school dropout, students said that the concerns about dropout during non-face-to-face classes were deepened about transfer or transfer. The professors said that the department atmosphere had lost vitality due to the increase in non-face-to-face classes and academic dropouts, and had a lot of worries because of the recruitment rate and external university evaluation. The implications of the COVID-19 non-face-to-face class situation for physics education suggest that it is required to strengthen the interaction between professors and students, finding ways to enhance the sense of reality to supplement laboratory classes and giving opportunities to professors to share their pedagogical contents knowledge in physics.