• 컴퓨터교육학회논문지
• /
• 제14권2호
• /
• pp.33-45
• /
• 2011

최근 등장한 스마트 러닝에 대한 관심의 확산에 따라 본 논문에서는 스마트 러닝의 개념을 도구적 접근, 환경적 접근, 그리고 이론적 접근을 통해 살펴보았다. 스마트 러닝을 수업에 적용하기 위한 원리로서는 교육내용 측면에 있어서 풍부한 학습자원의 활용, 교육방법에 있어서 상호작용을 통한 참여적 환경, 그리고 교육경험에 있어서 실제적 맥락과 경험제공을 들 수 있다. 이들 개념 및 원리에 근거하여 제시된 스마트 러닝 교수학습모형 설계는 목표설정, 자원확인, 환경선정, 수업과정 설계, 수업도구 개발, 수업적용, 그리고 평가 및 분석의 단계로 접근될 수 있다. 이 같은 스마트 러닝 현황을 기반으로 향후 개별적 수업상황에 적합한 구체적인 개발전략의 지속적 연구가 요구된다.

• 지구물리와물리탐사
• /
• 제23권2호
• /
• pp.97-114
• /
• 2020

최근 과학기술 및 공학 전 분야에서 기계 학습을 적용하는 연구들이 매우 활발하게 수행되고 있다. 탄성파 탐사 분야 또한 해석, 처리, 취득 등 모든 영역에서 기계 학습을 적용한 연구들이 빠르게 증가하는 추세이다. 그 중 단층 해석은 탄성파 자료 해석 분야에 있어 가장 중요한 기술 중 하나이며, 기계 학습을 적용하기에 가장 적합한 분야이기도 하다. 이 논문에서는 다양한 기계 학습 기법들에 대해 소개하고 단층 해석에 적합한 기법들과 그 이유를 기술하였다. 물리탐사 분야의 저명한 국제 학술지에 게재된 논문과 국제 학술대회 발표 사례들을 조사하여 연도별, 분야별 연구 현황을 정리하였으며, 그 중 기계 학습을 사용한 단층 해석 연구들을 집중적으로 분석하였다. 단층 해석 기술은 입력 자료 및 기계 학습 모델의 형태에 따라 탄성파 속성 기반 기술, 탄성파 이미지 기반 기술, 원시자료 기반 기술로 나누어 그 장단점을 기술하였다.

• 한국콘텐츠학회논문지
• /
• 제7권12호
• /
• pp.283-291
• /
• 2007

유비쿼터스 컴퓨팅의 시대로 접어들면서, 컴퓨터 시스템은 언제 어디서나 우리의 일상생활에서 필요로 하는 적절한 서비스와 정보를 제공할 수 있게 되었다. 이러한 유비쿼터스 컴퓨팅은 언제 어디서나 학습을 할 수 있는 유비쿼터스 학습의 개념으로 발전시켰다. 본 논문에서는 기존의 ERSS(Korea's Educational Resources Sharing System)를 발전시켜, 유비쿼터스 컴퓨팅 기술이 적용된 U-스쿨을 위한 프레임워크를 제안한다. 제안된 프레임워크는 기존의 ERSS를 기반으로 하여 모바일 기술, 센서 단말 기술과 상황 인식 기술을 적용하였고 사용자 중심의 시나리오를 사용하여 사용자 중심의 러닝 환경을 제공한다. 특히 유비쿼터스 교육 환경에서의 상황인식 서비스는 학생, 교사, 객체 및 환경의 동적인 상황 정보를 기반으로 즉시 학습 및 개인별 맞춤 학습에 적용될 수 있다.

• The Journal of Asian Finance, Economics and Business
• /
• 제7권10호
• /
• pp.481-489
• /
• 2020

The study examines the role of facilitating conditions and user habits in the use of technology in Online Learning Platform (OLP) in Indonesia. The adoption of online learning, persistence, and learning results in online platforms is essential for ensuring that education technology is implemented and gets as much value as possible. People who use technology and systems will embrace new technologies even more. This quantitative study is based on a survey of 254 respondents, who were active users of the technology, and considers the facilitating conditions and user habits variables. Two research hypotheses were tested using the Partial Least Square-Structural Equation Modeling method. Cronbach's Alpha, path coefficient, AVE, R-square, T-test were applied. The results showed that the factors significantly influence the Online Learning Platform technology behavioral intention. This impact is primarily associated with the availability of the resources required to use OLP technology. The availability of these resources includes supporting infrastructures such as widespread Internet access, easy access to mobile devices, and file sizes that affect access speed. The findings of this study suggest that it is necessary to introduce and increase the availability of resources for using OLP technology, and familiarize people with the technology features.

• 기본간호학회지
• /
• 제24권1호
• /
• pp.39-50
• /
• 2017

Purpose: The purpose of this study was to identify the effects simulation-based education combined team-based learning (SBE combined TBL) compared to simulation-based education (SBE) on undergraduate nursing students. Methods: A non-equivalent control group design with pre-and posttest measures was used. The participants in the study were 181 students. The SBE combined TBL group consisted of 84 senior students in 2013, and the SBE group consisted of 97 seniors in 2014. Collected data were analyzed using chi-square, independent t-test and ANCOVA with the statistical package SPSS 22.0 for Windows. Results: There was a significant improvement in communication skills, nursing performance confidence, team efficacy, and team performance scores in the SBE combined TBL group compared to the SBE group (t=2.45, p=.015; F=4.30, p=.040; t=3.06, p=.003; t=8.77, p<.001). However, there was no statistically significant difference in self-directed learning between the groups. Conclusion: SBE combined TBL compared to SBE is an effective teaching and learning method to enhance various positive educational outcomes for nursing students. Therefore, we suggest that future studies investigate the development of an integrated course in which team-based learning is applied to theoretical sessions and simulation-based training.

• 산업경영시스템학회지
• /
• 제41권3호
• /
• pp.30-40
• /
• 2018

The purpose of this study is to examine the effect of project-based organizational resources on the business performance in the resource-based view (RBV) and dynamic capability one and analyze their relationship through an integrated model. The RBV argues that firms get competitive advantages when they have VRIN characterized resources but dynamic capability view argues that RBV has its limitation under volatility so it enables them to obtain competitive advantages in ever changing environments. This study analyzes data collected from 270 survey questionnaires on the project management related staff at the project-based organization among major companies in Korea. The result demonstrates that two project organizational resources on strategic and executional management with VRIN characteristics are found to bring positive effects on the organizational dynamic capabilities and also the dynamic capabilities such as integration & reconfiguration, organizational learning are verified to bring meaningful positive effects on the business performance. On the other hand, unlike previous studies, ambidexterity has quite a weak effect on the business performance. Therefore, we expect that the resources of the project-based organization with VRIN lead to strengthen the firm's business performance through organizational dynamic capabilities and produce high performance through the integrated model of RBV and dynamic capability one. The study has academic meanings that widely confirm the effects and characteristics of main elements of VRIN project organizational resources on the business performance of competitive advantage through the dynamic capabilities of the organization by the regression on the precedent studies regarding the project management resources and their relationship with the VRIO characteristics. The practical implication is that it is preferentially necessary for the organization to obtain VRIN resources and organizational dynamic capabilities, especially organizational learning to have sustainable competitive advantages.

• 한국항행학회논문지
• /
• 제13권5호
• /
• pp.781-786
• /
• 2009

클라우드 컴퓨팅 환경은 웹을 기반으로 한 응용분야의 새로운 트랜드이다. 이는 많은 사용자들이 쉽게 인터넷을 통해 자원을 할당받고 서비스를 지원받을 수 있는 IT 비즈니스 모델이라 할 수 있다. 또한 u-러닝은 인터넷 기반 학습의 효율성을 극대화한 모델이다. 따라서 본 연구는 이를 인터넷 기반 학습에 응용하는 u-러닝 교수 학습 모형의 설계를 제시하고자 한다. 제안된 교수 학습 모형은 u-러닝에 맞도록 준비, 계획, 수집, 학습 진행, 분석 및 평가, 피드백의 7단계로 구성하였다. 이는 클라우드 u-러닝 서버와 클라우드 LMS를 두어 처리 및 관리하도록 하였으며, 학습자의 이동형 기기 모델의 인식을 위하여 이동형 기기 메타데이터를 두도록 하였다.

• 한국수자원학회:학술대회논문집
• /
• 한국수자원학회 2022년도 학술발표회
• /
• pp.145-145
• /
• 2022

Availability of abundant water resources data in developing countries is a great concern that has hindered the adoption of deep learning techniques (DL) for disaster prevention and mitigation. On the contrary, over the last two decades, a sizeable amount of DL publication in disaster management emanated from developed countries with efficient data management systems. To understand the current state of DL adoption for solving water-related disaster management in developing countries, an extensive bibliometric review coupled with a theory-based analysis of related research documents is conducted from 2003 - 2022 using Web of Science, Scopus, VOSviewer software and PRISMA model. Results show that four major disasters - pluvial / fluvial flooding, land subsidence, drought and snow avalanche are the most prevalent. Also, recurrent flash floods and landslides caused by irregular rainfall pattern, abundant freshwater and mountainous terrains made India the only developing country with an impressive DL adoption rate of 50% publication count, thereby setting the pace for other developing countries. Further analysis indicates that economically-disadvantaged countries will experience a delay in DL implementation based on their Human Development Index (HDI) because DL implementation is capital-intensive. COVID-19 among other factors is identified as a driver of DL. Although, the Long Short Term Model (LSTM) model is the most frequently used, but optimal model performance is not limited to a certain model. Each DL model performs based on defined modelling objectives. Furthermore, effect of input data size shows no clear relationship with model performance while final model deployment in solving disaster problems in real-life scenarios is lacking. Therefore, data augmentation and transfer learning are recommended to solve data management problems. Intensive research, training, innovation, deployment using cheap web-based servers, APIs and nature-based solutions are encouraged to enhance disaster preparedness.

• 대한지구과학교육학회지
• /
• 제5권1호
• /
• pp.75-87
• /
• 2012

The purpose of this study is to find out the effects of internet resource-based problem-based learning on the academic achievement in science and the attitude toward science of elementary school students. One experiment class and one control class of grade 6 students were selected to perform a prior investigation on the academic achievement in science and the attitude toward science, then the experiment class attended 4 weeks of lessons that was applied the internet resource-based problem-based learning, and the control class attended the traditional lessons based on the guidelines of teachers. After conducting lessons, a post investigation was performed for each class and the results were analyzed to produce the following conclusions. First, the internet resource-based problem-based learning could be seen to be effective in improving the students' academic achievements in science. The internet resource-based problem-based learning seemed to make students recognize the lesson details better and grasp well the questions given during lessons from the process of finding solutions among many informations and data on the internet. Second, the internet resource-based problem-based learning had a positive effect on all attitudes' areas toward science of students. It looked like that the internet resource-based problem-based learning taught the students to use the internet resources and gave them a friendly feeling, so the children could actively participate in class and had positive recognition on science. Third, from teacher observation and the result of the student recognition investigation, we could know that the students showed lots of interests in the internet resource-based problem-based learning, and they were able to understand the scientific theories in the process of solving problems that were relevant to real life, and thought science in a positive way.

• 컴퓨터교육학회논문지
• /
• 제14권3호
• /
• pp.37-49
• /
• 2011

사용자는 시맨틱 웹 브라우저를 이용하여 시맨틱 웹 상의 자원들을 사용할 수 있다. 본 논문에서는 시맨틱 웹 브라우저들의 기능들을 교육에 활용할 수 있도록 잘 알려진 시맨틱 웹 브라우저인 Tabulator, Contextual Search Browser (CSB), Magpie, Piggy Bank의 기능들을 비교하였다. 시맨틱 웹 브라우저들을 교육에 활용하기 위해서는 각각의 특성들을 정확히 이해해야 하며 본 논문의 결과는 교사와 학생 모두에게 도움이 될 수 있다. Tabulator는 RDF 데이터 브라우저로서 학습을 위한 자원의 사용 가능성과 연관성을 확인하는데 도움을 준다. CSB는 학습 주제를 기술한 콘텍스트 문서를 설정하여 학습자원의 검색이 용이하고 검색된 시맨틱 웹 자원을 트리플 형식(triple-set)과 음영 기능으로 보여주어 학습 자원의 이해를 돕는다. Magpie는 글로서리(glossary)파일 기반 자원의 해석과 관련 배경 지식을 제공하여 기초지식이 없는 학습자가 학습 자원을 이해하는 것을 지원한다. Piggy Bank는 기존 웹 자원을 시맨틱 웹 자원으로 생성할 수 있고 생성한 시맨틱 웹 자원을 다양한 뷰로 브라우징 지원 및 자원의 공유를 제공한다.