• The KIPS Transactions:PartB
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• v.9B no.2
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• pp.155-162
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• 2002

Reinforcement learning is a learning method that uses trial-and-error to perform Learning by interacting with dynamic environments. It is classified into online reinforcement learning and delayed reinforcement learning. In this paper, we propose an online reinforcement learning system (ONRELS : Outline REinforcement Learning System). ONRELS updates the estimate-value about all the selectable (state, action) pairs before making state-transition at the current state. The ONRELS learns by interacting with the compressed environments through trial-and-error after it compresses the state space of the mage environments. Through experiments, we can see that ONRELS can search the shortest path faster than Q-learning using TD-ewor and $Q(\lambda{)}$-learning using $TD(\lambda{)}$ in the maze environments.

• Smart Media Journal
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• v.12 no.9
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• pp.142-151
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• 2023

This study is a case study on investigating students' learning behavior in the online English reading class of an on-off course. For this purpose, a survey was conducted on a total of 77 students from an English listening and reading course and phone interview with 5 students was implemented. The findings revealed that regularity of learning interval and learning sequence need to be improved through student management in order to increase the effect of online learning. In case of lecture watching, the students are good at utilizing the strengths of taped lecture, such as using pause and repeating watching. However, more research need to be done on how to develop online lecture to enhance students' understanding of the lecture. Regarding the offline review quiz that is supposed to stimulate students into their more positive watching of the lecture, it is suggested that a few of its related elements such as the online learning period and the number of quiz questions be corrected for its better effect.

• International Journal of Computer Science & Network Security
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• v.21 no.6
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• pp.77-88
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• 2021

Heart Failure represents a critical pathological case that is challenging to predict and discover at an early age, with a notable increase in morbidity and mortality. Machine Learning and Neural Network techniques play a crucial role in predicting heart attacks, diseases and more. These techniques give valuable perspectives for clinicians who may then adjust their diagnosis for each individual patient. This paper evaluated neural network models for heart attacks predictions. Several online learning methods were investigated to automatically and accurately predict heart attacks. The UCI dataset was used in this work to train and evaluate First Order and Second Order Online Learning methods; namely Backpropagation, Delta bar Delta, Levenberg Marquardt and QuickProp learning methods. An optimizer technique was also used to minimize the random noise in the database. A regularization concept was employed to further improve the generalization of the model. Results show that a three layers' NN model with a Backpropagation algorithm and Nadam optimizer achieved a promising accuracy for the heart attach prediction tasks.

• Educational Technology International
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• v.24 no.1
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• pp.81-114
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• 2023

The study aimed to qualitatively examine middle school students' engagement in distance instruction during the COVID-19 pandemic. The participants comprised 119 students from a girls' middle school in Seoul, South Korea. To gain an in-depth understanding of the students' experiences, we collected their reflective journals, which included structured items about their learning engagement at three timepoints in 2020: April, July, and December. The following are the results: 10 themes and 18 concepts were derived, and they were integrated into causal conditions (sudden transition due to COVID-19), contextual condition (technology readiness, school education context), central phenomena (high level of behavioral engagement, low emotional engagement), interventional conditions (recognizing the potential of online learning, situational awareness about COVID-19 and online learning), action/interaction phenomena (development and use of self-regulated learning strategies), and consequences (changes in practices and perception towards online learning). Based on the findings, engagement patterns of the participants were classified into five types: proactive, conservative, receptive, reactive, passive learners. The present study demonstrated important findings that are essential for the improvement and development of engaging online learning strategies in the future.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.77-83
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• 2010

Effectiveness of the e-learning hands-on practice in the engineering education depends on the quality of the contents of which simulation is a part and the teaching strategy of the instructor. Instructors who develop and use the simulation-included e-learning content should employ various teaching and learning activities which would make online simulation practice effective. Thus, the strategy for the effective e-learning simulated practice in engineering courses should be known and used effectively. The aim of this paper is to classify the development methods of the simulations and the teaching and learning activities of the development types classified. The comparison of the teaching and learning activities leads to suggestion on teaching and learning strategy for effective use of the online simulation in engineering education.

• Educational Technology International
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• v.16 no.2
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• pp.201-229
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• 2015

Culture is a crucial concept that forms the thinking and behaviors of a group of people, and it influences interactions in learning. Thus, it is also essential to consider cultural sensitivity in online learning technologies and instructional design as education is a set of learning actions based on values and perceptions. MOOCs, the latest online learning platform, are global online learning platforms that provide global learners with free and various learning resources including courses from different world-class institutions. Despite globalization having brought learners closer to sharing similar learning resources, the actual experiences with the resource are expected to vary according to cultures, mainly because learning behavior is a set of outcomes based on cultural differences. Taking this into consideration, this study aims to examine MOOCs from a cultural perspective in order to facilitate global learners, especially Korean learners, to utilize MOOCs with user-friendly services and contents. To achieve this objective, the study first identified and developed an evaluation criteria to examine the cultural sensitivity of MOOCs and conducted case studies on courses from major MOOC providers including edX and Coursera. From the findings, design recommendations of contents and courses on MOOCs were suggested to provide Korean learners with optimal learning experiences.

• Journal of Korean Elementary Science Education
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• v.25 no.3
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• pp.271-280
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• 2006

In this paper, an Online Scientific Inquiry Learning System was developed with the aim of improving student's scientific literacy and scientific inquiry ability. It was determined that there should be 4 distinct principles applicable to the design of the Learning system. First, it should enrich learner's motivation. Second, it should provide students with the chance for reflecting on the inquiry process. Third, it should emphasize multi-dimensional forms of interaction. Fourth, students should be able to create new information through it. The server system including the database, equation editor, reporting tool, search engine were all utilized for developing the learning system. In addition, the authors produced 24 web-based projects which were guided inquiry activities in which various inquiry abilities (reasoning, prediction, experiment design) could be developed. An Online Scientific Inquiry Learning System is not the only program which could be utilized in improving scientific inquiry abilities, but at the very least, such a system can serve as the prototype for developing an online learning system.

• Journal of Korean Physical Therapy Science
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• v.28 no.3
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• pp.1-10
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• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

• Journal of Information Technology Services
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• v.14 no.1
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• pp.115-128
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• 2015

As the life expectancy of human beings gets longer and our society changes into highly competitive arena, the implementation of online adult learning is growing, and therefore the learners in self-regulated scaffolding learning environments is becoming an important topic. This study is to investigate the main effects of scaffolding and self-regulation and the interaction effect on discussion participation and comprehension in online learning environments. To do this, ninety-nine adults taking online learning courses with the open university in Korea were investigated. Adult learners were divided into one of the four groups (no scaffolding, conceptual, strategic, and conceptual and strategic scaffoldings). Regarding self-regulation, learners were divided into two groups (low and high self-regulated) based on the mean score of subjective report of self-regulated learning. The results are as follows : First, 'strategic scaffolding' is more effective than 'conceptual scaffolding' in discussion participation (F=2.772, p < .05) and comprehension test (F=7.156, p < .05). Second, high self-regulated learners more actively participate than low self-regulated learners in discussion (F=6.230, p < .05), and achieve higher scores (F=4.863, p < .05). Third, there is no interaction effect between scaffolding strategies and the level of self-regulation. The theoretical and practical implications of these findings are discussed.

• Journal of Convergence for Information Technology
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• v.10 no.6
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• pp.59-69
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• 2020

This study is a qualitative study in which a focus group interview is applied to explore nursing students' perception of blended learning. 21 students in the 4th grade of nursing department were divided into 4 groups to collect data through interviews and content analysis was conducted. As a result of the study, it was categorized into four topics: 'Application and operation that are not thoroughly prepared', 'Loss of direction and departure from learning', 'One-way listening', and 'Convenience'. Students were satisfied with blended learning which is free from time and space constraints and repetitive, but felt inadequacy and unsatisfactoriness about quality of online contents, system, and preparation for applying blended learning. In order to apply blended learning in the future nursing classes, high-quality online content should be developed based on the effective design of online and offline classes considering the curriculum, and a systematic, administrative, financial, and institutional foundation to support online course should be prepared. In addition, a support system should be created to guide students' self-directed learning activities in online classes of blended learning.