• Knowledge Management Research
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• v.9 no.4
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• pp.17-33
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• 2008

This study proposes University 2.0 as a model case of open, flexible, and distributed learning environment for higher education based on theoretical foundations and perspectives. As web 2.0 technologies emerge into the field of education, ways of generating and disseminating information and knowledge have been drastically changed. Professors are no longer the only source of knowledge. Students using internet often become prosumers of knowledge who search and access information through the web as well as publish their own knowledge using the web. A concept and framework of University 2.0 is introduced for implementing the new interactive learning paradigm with an open, flexible and distributed learning environment for higher education. University 2.0 incorporates online and offline learning environments with various educational media. Furthermore, it employs various learning strategies and integrates formal and informal learning through learning communities. Both instructors and students in University 2.0 environment are expected to be active knowledge generators as well as creative designers of their own learning and teaching.

• Smart Structures and Systems
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• v.32 no.2
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• pp.101-109
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• 2023

In order to improve the measurement accuracy of the 6-dimensional accelerometer, the cross coupling compensation method of the accelerometer needs to be studied. In this paper, the non-linear error caused by cross coupling of piezoelectric six-dimensional accelerometer is compensated online. The cross coupling filter is obtained by analyzing the cross coupling principle of a piezoelectric six-dimensional accelerometer. Linear and non-linear fitting methods are designed. A two-level calibration hybrid compensation algorithm is proposed. An experimental prototype of a piezoelectric six-dimensional accelerometer is fabricated. Calibration and test experiments of accelerometer were carried out. The measured results show that the average non-linearity of the proposed algorithm is 2.2628% lower than that of the least square method, the solution time is 0.019382 seconds, and the proposed algorithm can realize the real-time measurement in six dimensions while improving the measurement accuracy. The proposed algorithm combines real-time and high precision. The research results provide theoretical and technical support for the calibration method and online compensation technology of the 6-dimensional accelerometer.

• Journal of The Korean Association of Information Education
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• v.26 no.2
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• pp.129-140
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• 2022

Our society is undergoing rapid changes due to COVID-19, and in particular, online learning using digital technology is being tried in various forms in the educational field. A change has occurred. However, the limitations of distance learning, such as reduced learning immersion in non-face-to-face educational situations, lack of interaction between teachers and learners, and lower basic academic ability, are constantly being raised, and an appropriate educational strategy is needed to solve these problems. This study focused on the concept of 'Metaverse' based on the interaction between the virtual world and the real world, and tried to verify the effectiveness of educational activities based on it. In detail, we propose an educational framework for realizing flipped learning in the Metaverse Virtual Classroom, and a frame developed by measuring the learning immersion of a single group with a teaching/learning program developed based on this. The effectiveness of the work was verified. When the metaverse platform-based flip learning framework and education program proposed in this study were applied, it was confirmed that learners' immersion in learning was improved.

• Journal of Korean Home Economics Education Association
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• v.33 no.4
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• pp.119-137
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• 2021

This study aimed to develop a teaching-learning process plan for the 'adolescent nutrition and dietary behavior' unit of middle school technology and home economics through blended learning teaching method. "Analysis-Design-Development-Evaluation and Revision" model developed by Korea Institute of Curriculum and Evaluation(KICE) was applied to developing the teaching-learning process plan. The authors analyzed subject contents suitable for blended learning, and then designed a teaching-learning process plan by selecting the topics, developing the teaching strategies, and deciding on the media and evaluation tools for each class. Based on the plan for each week, the final version of the teaching-learning process plan, handouts for activities, and evaluation tools were developed. The teaching-learning process plan was revised and supplemented based on the expert verification results. The developed teaching-learning process plan which applied blended learning method was considered suitable for the current curriculum, and the group presentation activities implimented in the online classes were found to encourage learners' participation and interest. Also, the developed teaching-learning process plan could be used in the online only environment without any issues depending on the intention of the classes, by the appropriate use of distance learning tools such as Paddles or Thinkerbells. The developed teaching-learning course plan is expected to be effectively used in either online or blended learning environment, as a means of helping adolescent students improve their dietary life.

• Journal of Korean Home Economics Education Association
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• v.23 no.2
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• pp.71-87
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• 2011

In this study, we investigate the individual-, parents-, and family-related variables affecting the internet overuse of adolescents by the gender, school grades and school systems, which is based on surveys of 480 students in the middle and high school, employing multiple regression analysis. Major findings are as follows. 1. In the case of male students, internet use was higher when the students are playing online games more often, when the students are under stress, or when they have lower self control. In the case of female students, internet use was higher when the students are playing online games more often or when the students are visiting pornographic sites more often. 2. In the case of middle school students, internet use was higher when the students play online games more often, when they use file downloads more often, when they have lower self control, or when they have parents who are setting lesser rules on the students' internet use. In the case of high school students, internet use was higher when they play online games more often, when they engage in internet club activities more actively, when they have lower self control, when they use e-mails less frequently, when they have fathers with better internet ability, or when they are under parents' strict control. 3. In the case of academic high school students, internet use was higher when they play online games more often, when they engage in internet club activities more actively, when they visit pornographic sites more often, when they have lower self control, when they have mothers with poor internet ability, when they use e-mails less frequently, or when they have fewer number of close friends. In the cases of vocational high school students, internet use was higher when they play online games more often, when they are under more stress, when they get better grades, when they have fathers with better internet ability, when they are under parents' strict control, or when they have lower self control.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.787-797
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• 2017

In this study, we investigated the features of using smart devices in socioscientific issues (SSI) debate classes. Twenty-seven high school students in Gyeonggi-do participated in this study. The processes of the SSI debate classes with smart devices were classified into five stages: data searching, data sharing, summary and organization of data, debate in the classroom, and online debate. Then some features at each stage were identified. It was found that they collected self-directed and in-depth data while reflecting their knowledge and experience, and selected data which were easy to understand at the stage of data searching. The specificity and validity of the evidences gathered and the clarity of the sources were improved at the stage of data sharing, although they shared more data offline than online. They organized their data by using paper rather than smart devices at the stage of summary and organization of data. Most of them failed to use the summary in debate. They argued and refuted based on concrete grounds at the stage of debate in the classroom, which raised students' interest in debate and led students to participate actively. At the stage of online debate, they were able to rearrange and review the arguments of both sides, and the participation of the students who were passive in classroom debate was enhanced. Based on these results, we suggest some effective teaching methods for SSI debate classes using smart devices.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.505-515
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• 2011

Since MEST accredited web-based training institutes for teacher training in December 2000, although there have been growth quantitatively, due to the issues such as difficulty in securing time for training, in communications infrastructure, in interactions between instructors and learners, in fair online evaluation, in contents renewal, in management of learners, web-based training could not reach the potential we expected. This study was conducted to provide the directions for development of teachers' web-based training along with teacher evaluation for professional development. A survey and interview research was conducted to investigate and anaylze the satisfaction research and suggestions, levels of training system use of trainees who had participated in the pilot test of web-based training.

• Journal of Korean Library and Information Science Society
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• v.51 no.2
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• pp.319-353
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• 2020

Due to the COVID-19 pandemic, scholars at institutions of higher education around the world are transitioning their teaching, service, and research into online settings; for many this may be a new and challenging experience. While many of the best practices associated with research in traditional or face-to-face settings also apply to research in or via online settings, there are some additional challenges and nuances that researchers must adequately address and plan for due to the affordances and limitations of online settings. This paper discusses the key issues of privacy, informed consent, trust and trustworthiness, and retention through the literature and provides practical recommendations based on evidence and experience from two different online research projects. The reflections on and examples from these two research projects contextualize the above issues and act as evidence to inform research as a practice. The authors hope this evidence and practical guidance may help researchers better prepare for research in a socially distanced world.

• Journal of Digital Convergence
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• v.18 no.5
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• pp.1-8
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• 2020

This study analyzed the different needs between the after-school programs of elementary schools in metropolitan and non-metropolitan areas to understand the areas that need addressing to meet with the requisites of the programs. To this end, this study conducted a survey among teachers with experience in after-school management (n=233), and the needs and performance recognized by teachers were analyzed in the IPA model matrix. To sum up the results, 'Online educational infrastructure', 'Efficient administrative operation', and 'Supply of professional after-school instructors' were identified as the prior needs in metropolitan area. On the other hand, non-metropolitan area, 'Supply of professional after-school instructors', 'Quality educational contents', and 'Online educational infrastructure' were identified as the prior requisites to be addressed. Based on research findings, the study suggested implications in developing and implementing related policies. Research findings will be expected to refer as baseline data for activating after-school online program operations and improving its programs to meet with the different needs of regions.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.51-58
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• 2021

The purpose of the study is to examine online grammar checkers and suggest when they could be used in English writing classes. The study was conducted in the second semester of 2019 at D University in Chungcheong-do, with a total of 35 first-year students participating in the study. For data collection, pre and post grammar tests, questionnaires, and learning journals were collected and analyzed. The results of this study are as follows. First, based on the results of the English grammar test, the online grammar checker was found to be effective in English writing class. Second, students judged whether accepting or not rather than accepting feedback provided by online grammar checker. Third, among the feedback provided by the online grammar checker, the order of (in)definite article, preposition, punctuation, verb number, and noun number were found. The several implications and limitations of this study are discussed.