• International Journal of Advanced Culture Technology
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• v.4 no.3
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• pp.6-12
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• 2016

The concept of intergenerational and intercultural approaches in education and learning are changing nowadays. Intergenerational approach in the third age education and learning programs can be defined as planned activities that link various generations with the goal of exchanging knowledge, experiences and receiving mutual benefits. The goal is to connect people by using mutually beneficial activities that encourage understanding, cooperation and respect between generations, as well as contribute to the society. Intercultural approach in the third age education is connected with activities that link people of various cultures aimed at receiving mutual benefits. This paper discusses the development of third age education in Saint Petersburg, Russia and shows how the intercultural and intergenerational approaches are used in this type of education. The third age universities in Saint Petersburg do not have a lot of experience in this. In the article examples of the using intercultural and intergenerational approaches in the third age education are showed.

• International Journal of Advanced Culture Technology
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• v.8 no.1
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• pp.199-206
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• 2020

I suggested the design learning environment based on affordance concept approach for supporting and improving learners' behavior and outcome for convergent design education in this study. The design learning space should be applied teaching and learning activity, especially learners' behavior, physical space condition to support the design thinking process. The design learning space needs openness, individuality and connectivity to support the learners' behavioral to immerse, participate, cooperate, understand, think and fulfill the design thinking process. The composition principles of the learning environment for convergent design education supports communication and collaboration among members for independence and interaction. The spaces for design research and teaching needs high privacy while facilitating visual communications through special materials and wall structure design. Also, for connectivity to improve the learners' physical and visual contact, the environment of the classrooms requires flexibility and mobility by providing an open space integrating unit cells for realizing learning purpose. These are provided by formed of an open structure for inducing visual communication and physical contact to involve the design activities and the mutual interchange.

• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.213-226
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• 2017

Geography textbooks and atlases are typical printed materials broadly used in the classroom and the public education as certified materials. The students' atlas, as supplementary materials, is useful in teaching and learning geography in the classroom. This study examines and evaluates the supplementary role of the students' atlas in the institutional and pedagogical perspectives. The textbook and the atlas were written by different writers and publishers based on the interpretation of the geography curriculum, the pedagogical beliefs and interests. The textbook is submitted to be certificated by Ministry of Education. Then the textbook and the atlas which is passed in the certification process can be distributed to schools to use in the classroom. Most maps and materials are supplied in the textbook and the atlas variously depended on the authors' interpretation of geography curriculum, which are designed complementally. But, that maps and materials of respective book of even different author are similar and duplicated. Sometimes maps and materials of textbook and atlas are independent, not mutual complement. It needed that geography textbook and student's atlas take a efficient role supplementarily in these certification system of textbook.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.45-57
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• 2010

In this paper, we propose a C_PBS(C Program Bank System) which can support effective learning of C language. C_PBS allows a variety of problem uses and provides 3 types of search method for user convenience. It also shows many useful facilities: a variety of answers to a problem, display of problems according to reference frequency, interesting problem list, and problem carts. Especially, with the addition of comments and reference to the problems and answers, it implements collective intelligence via mutual collaborative learning by supporting the philosophy of web 2.0: participation, sharing, and open.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.76-86
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• 2007

The purpose of this study is to investigate the characteristics of scientific argumentation and its development in the process of mutual discussion activities by elementary school students in the 5th grade. The results of this study can be summarized as below: First, students used diversity argumentation components for solving the given argumentation theme, however, most students used the assertion or the basis of a simple expression of their own thoughts as a high ratio, and components of a one directional explanatory argumentation process rather than components of a mutual communicative argumentation process. Second, an asymmetric group showed a high-use ratio of communicative argumentation components and achieved argumentation activities harmoniously between a symmetric group and an asymmetric group in organization of groups for solving argumentation themes. It was found that students in the transitional period showed the highest rate of participation within the discussion process. Moreover, they also showed the highest rate of development of discussion skills whilst in the process of using scientific problems. In conclusion, this phenomenon is caused by highlighting the mutual action between the teacher and the student rather than placing an emphasis on the mutual action among students during field instructions.

• The Journal of the Korea Contents Association
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• v.20 no.9
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• pp.129-139
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• 2020

This study was conducted to analyze the subjective perception types of college students majoring in cooking by applying flip-learning teaching and learning methods to the subject of cooking practice to improve the educational efficiency of cooking-related classes. Also, in order to study subjective perception of small students, we tried to grasp the common structure in subjective attitude and perception using Q methodology, and the analysis resulted in four types. Type 1 (N=5): Problem solving ability effect, Type 2 (N=6): Self-directed learning effect, Type 3 (N=3): Mutual cooperation practice effect, Type 4 (N=6) ): Theory learning effect was analyzed for each unique feature type. Flip-learning is applied to cooking practice classes, which is a learner-centered education that leaves the traditional teaching method. Interest was found to have a very positive effect on learners' opinion sharing and learning outcomes. However, it was revealed that all students need to find additional solutions to problems such as the operation plan for flipped learning and the free ride evaluation method in group learning.

• Journal of the Korean School Mathematics Society
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• v.2 no.1
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• pp.231-242
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• 1999

The focus of this development program is to input multimedia materials into learning according to the trend of recent social changes and to maximize the learning effect for improving problem-solving by offering familiar teaching materials. The expecting effects of this study are as follows: 1. This program helps students acquire mathematical concepts and principles about circular equation through concrete examples using a variety of media - text, voice, sound, and animation and so on - , makes it possible individual learning which was difficult for students to expect at the existing multitude class as progressing learning each unit on the screen and the perfect learning by offering FEED BACK 2. This program varied the difficulty of learning contents to learn according to learning abilities of learners by using animation and making the most of merits of computer and was able to improve learning effect by studying in a mutual way with managing learning procedure nonsuccessively. 3. Class using CAI program about developed circular equation unit has a positive effect on improving problem-solving by becoming from teacher centered class to student centered one. 4. This program makes students understand the contents of auxiliary learning in multimedia computer more efficiently, and cultivate abilities to adopt in accordance with changes in the future society by forming familiar computer mind.

• Journal of Multimedia Information System
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• v.9 no.1
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• pp.51-60
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• 2022

This paper raised the need to examine how the online education environment triggered by COVID-19 and the smart learning environment can be established in consideration of the improvement of education and learning through learning analysis. Many studies are being conducted in Korea, and the Ministry of Education is continuously striving to build a smart school by promoting strategies for promoting smart education on the way to a talent powerhouse. Nevertheless, there is no unified definition of smart learning, and it can be seen as customized (individualized) learning using smart devices. However, most of the discussions on the construction of smart schools so far have limitations in that they are limited to physical spaces. Accordingly, the opinions of teachers and learners were not sufficiently reflected in the establishment of the facility. This study intends to study smart learning in various departments. In addition, the subjects students in charge of the co-researcher of this study were analyzed. The total number of subjects was 951, and 434 responded to this study survey. In addition, students were well accepting the online environment, and in the future, regardless of COVID-19, research will be presented to improve mutual communication between professors and students in smart learning.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.1-12
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• 2005

In this paper, we analyze the course 'computer' on middle and high schools. and propose new organization of the course to enhance the ability of self-directed learning. We also develop a learning system for new organization, based on self-directed teaching and learning principles. The developed learning system makes students choose the topics according to their interest and advance learning by the schedule they set by themselves. To promote students' participation, the teacher also gives students various learning tasks. Through e-board and Q&A, we also accelerate mutual communication among teachers and students, to do teaching-learning activities vigorously.

• Journal of KIISE:Software and Applications
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• v.34 no.2
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• pp.160-168
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• 2007

For developing a text classifier using supervised learning, a manually labeled corpus of large size is required. However, it takes a lot of time and human effort. Recently a research paradigm was proposed to use a raw corpus and a small amount of seed information instead of manually labeled corpus. In this paper we introduce an unsupervised learning method that makes it possible to achieve better performance than other related works. The characteristics of our approach is that average mutual information is used to learn representative words and their weights and then update of the weights is done using a technique inspired by the works in information retrieval. By iterating this teaming process it was shown that a high performance system can be developed.