• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.469-476
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• 2020

This study is a qualitative study to grasp the meaning of the effective role of tutors of college students experiencing problem-based learning through focus group interviews. The subjects of this study were 4th grade students in the Department of Nursing who had experienced PBL, and a total of 21 people were divided into 3 groups and interviewed. Data were analyzed in content to find meaningful topics. The results of this study were analyzed into two subjects and eight categories. Based on the research results, if we summarize the role of effective tutors recognized by students in PBL. 1) Create a permissive atmosphere so that students can express their ideas freely and interact. 2) Give praise and encouragement. 3) Encourage all learners to participate. In particular, learners with low participation should be asked questions to promote active discussion. 4) Avoid unnecessary intervention and participate in the discussion together. 5) Adjust the learning speed and manage the time well. 6) Develop a scenario that meets the goals. 7) Classes are run around questions that can promote learners' thinking. 8) It plays a role of helping to form knowledge by providing positive feedback to learners' responses.

• KIPS Transactions on Software and Data Engineering
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• v.5 no.11
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• pp.555-562
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• 2016

Semantic Role Labeling (SRL) is to determine the semantic relation of a predicate and its argu-ments in a sentence. But Korean semantic role labeling has faced on difficulty due to its different language structure compared to English, which makes it very hard to use appropriate approaches developed so far. That means that methods proposed so far could not show a satisfied perfor-mance, compared to English and Chinese. To complement these problems, we focus on suffix information analysis, such as josa (case suffix) and eomi (verbal ending) analysis. Korean lan-guage is one of the agglutinative languages, such as Japanese, which have well defined suffix structure in their words. The agglutinative languages could have free word order due to its de-veloped suffix structure. Also arguments with a single morpheme are then labeled with statistics. In addition, machine learning algorithms such as Support Vector Machine (SVM) and Condi-tional Random Fields (CRF) are used to model SRL problem on arguments that are not labeled at the suffix analysis phase. The proposed method is intended to reduce the range of argument instances to which machine learning approaches should be applied, resulting in uncertain and inaccurate role labeling. In experiments, we use 15,224 arguments and we are able to obtain approximately 83.24% f1-score, increased about 4.85% points compared to the state-of-the-art Korean SRL research.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.54-59
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• 2012

It is reported that the constructivistic learning method (CLM) enhances the understanding of the students in the learning process, especially in engineering classes. In CLM-based classes, the students can take the initiative in the learning process, which is called the student-centered model of the learning process. This is different from the traditional learning method based on the teacher-centered model, where a teacher plays the central role in the learning process of students. The authors have applied the method of CLM to one of the Engineering classes, namely production planning and inventory control (PPIC) class for undergraduate students. The PPIC class provides multimedia-based study materials and factory visits as well as regular lecture sections to cover the whole subject of inventory control theory and practice. In the review sessions, students are divided into several groups, and question-and-answer discussions were actively carried out among these groups under the support of the teacher as a facilitator. It was observed that the student engagement in the class was very active compared to the conventional lecture-based classes. As for further support of students understanding on the subject, simulation-based materials are also under study for the class. This paper presents the review of case study of CLM-based PPIC class and discusses the feasibility of simulation-based study materials for further improvement of the class.

• Clinical and Experimental Pediatrics
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• v.49 no.4
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• pp.341-353
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• 2006

Learning disorders are diagnosed when the individual's achievement on standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. Subtypes of learning disorders may be classified into two groups, language-based type learning disorders including reading and writing disorder, and nonverbal type learning disorder (NLD) such as those relating to mathematics & visuospatial skills, and those in the autism spectrum. Converging evidence indicates that reading disorder represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in neuroimaging technology, particularly the development of fMRI, provide evidences of a neurobiological basis for reading disorder, specifically a disruption of two left hemisphere posterior brain systems, one parieto-temporal, the other occipito-temporal. The former is the reading system for beginner reading, the latter for skilled reading. Compensatory engagement of anterior systems around the inferior frontal gyrus(Broca's area) and a posterior(right occipito-temporal) system is noted in persistent poor readers in long-term follow up study. The theoretical model proposed to explain NLD's source is not right hemisphere damage, but rather the white matter model. The working hypothesis of the white matter model is that the underdevelopment of, damage to, or dysfunction of cerebral white matter(long myelinated fibers) is the source of this disorder. The role of an evidence-based effective intervention in the remediation of children with learning disorder is discussed.

• The Journal of Information Systems
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• v.28 no.4
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• pp.377-401
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• 2019

Purpose The purpose of this study is to investigate the effects of learning expectation and perceived knowledge sharing on user satisfaction and IS continuance in the Korean Army which is currently using the Regiments' Information System to help their Integrated Administration Management. Based on both the Information System(IS) Continuance Model and IS Success Model, this study also examine the role of system quality on user satisfaction. We develop a research model(structural equation model) and its hypotheses that learning expectation, perceived knowledge sharing, and system quality increase users' satisfaction, which leads to IS continuance. The effect of learning expectation on perceived knowledge sharing is also hypothesized. Design/methodology/approach Online Survey using e-mails was administered to test our research model and associated hypotheses. Among the 360 e-mail letters including our survey questionnaire, 285 responses were collected via e-mails. Meaningful 225 cases were analyzed for our study. SPSS Statistics 24.0 and SmartPLS 3.0 were used to analyze both measuremant test and hyotheses test by using the data set. Findings Survey results show that learning expectation(confirmation variable), learning expectation, perceived knowledge sharing(a perceived usefulness variable), and system quality(a system characteristic) each increases user satisfaction, which leads to IS continuance, under the control of the effect of habit to use information systems. Learning expectation also has a positive influence on perceived knowledge sharing. Theoretical and practical implications are presented.

• 제어로봇시스템학회:학술대회논문집
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• 1990.10b
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• pp.963-968
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• 1990

An iterative learning control scheme for tracking control of a class of uncertain nonlinear systems is presented. By introducing a model reference adaptive controller in the learning control structure, it is possible to achieve zero tracking of unknown system even when the upperbound of uncertainty in system dynamics is not known apriori. The adaptive controller pull the state of the system to the state of reference model via control gain adaptation at each iteration, while the learning controller attracts the model state to the desired one by synthesizing a suitable control input along with iteration numbers. In the controller role transition from the adaptive to the learning controller takes place in gradually as learning proceeds. Another feature of this control scheme is that robustness to bounded input disturbances is guaranteed by the linear controller in the feedback loop of the learning control scheme. In addition, since the proposed controller does not require any knowledge of the dynamic parameters of the system, it is flexible under uncertain environments. With these facts, computational easiness makes the learning scheme more feasible. Computer simulation results for the dynamic control of a two-axis robot manipulator shows a good performance of the scheme in relatively high speed operation of trajectory tracking.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.3
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• pp.105-113
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• 2017

Considered as the "new normal" mode of learning, BL has become popular in recent years especially in University education. BL is defined as a learning approach that combines e-learning and face-to-face classroom learning. BL allows for more interactive and reflective learning environment resulting in enhancing learner-directed learning. The adoption of BL in university has made it significant to probe the crucial determinants that would entice instructors and learners to use BL and enhance learning satisfaction. The primary purpose of this study is to investigate the affecting factors of the satisfaction of BL in universities in terms of leaner's aspects. Learner's role is very important in BL, because learner should self-directed study for effective performance and satisfaction in BL environment. Based on prior studies motivation, self-efficacy, and educational expectancy were identified as affecting factors of satisfaction in BL. According to the result of multiple regression, all factors(motivation, self-efficacy, and educational expectancy) were found to be significantly related to the learner's satisfaction in BL. It can provide practical guideline on effective operation strategy for BL in universities.

• Management & Information Systems Review
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• v.27
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• pp.71-99
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• 2008

This study investigates the relationships between three BSC communication attributes(support of organizational culture, message valid, and knowledge sharing) and organizational learning and how that translates into relationship organizational performance in public organization. In this paper, first, past studies on BSC communication and organizational learning that identify the attributes of effective communication and organizational learning in organizational performance are reviewed. Second, a research model, key variables, and three hypotheses tested by PLS(partial least squares) are presented. The data was collected from BSC champions and managers of 53 public organizations in Korea. The results indicate, first, BSC communication (except for support of organizational culture) have not significant related to organizational performance. Therefore, H1 was not supported. Second, the structural path coefficient between support of organizational culture and message valid and organizational learning are statistically significant and in the hypothesized direction. But the knowledge sharing has not significant relationship with organizational learning. Therefore, H2 was partially supported. Third, organizational learning was significantly positively related to organizational performance. H3 was supported. Finally, organizational learning play a significantly positive role in mediating the relationship between BSC communication and organizational performance. The theoretical contributions, limitations, as well as future research directions are discussed at the end of the paper.

• The Journal of Asian Finance, Economics and Business
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• v.7 no.10
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• pp.769-781
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• 2020

This study attempts to examine the relationships between transformational leadership, learning orientation, firm innovativeness, and financial performance. Specifically, the moderating effect of learning orientation and firm innovativeness. The data collected from 606 SMEs in Thailand were evaluated using the structural equation modeling, typifying that quantitative research. The results revealed that transformational leadership had a positive effect on learning orientation. Similarly, transformational leadership had a positive effect on firm innovativeness. Further, the study found that transformational leadership had a positive indirect effect on financial performance through the mediation of learning orientation. The results of the study found that transformational leadership had a positive indirect effect on financial performance through the mediation of firm innovativeness. Transformational leadership and learning orientation to improve innovation within the organization, including organizations and leaders among themselves. Especially, innovative firms inculcate ideals of promise to learning, open-mindedness, and shared vision. Furthermore, practitioners can use the findings of this study when they perform their role of leaders to challenge creativity and innovation among followers. Finally, those developments would influence a procedure of evidence procurement, evidence distribution and shared explanation that escalations equally individual and administrative effectiveness owing to its influence going on products.

• Journal of Digital Convergence
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• v.9 no.3
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• pp.181-190
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• 2011

Smart Learning has been spreaded rapidly to the education and industry fields. Especially, Smart Learning of the university and Smart Campus are the focus of attention of the knowledge based age, because university education play a core role for lifetime education and has largest ripple effect. This article is exploring on the concept and realization conditions of 'Smart Campus'. We think, Smart Campus is an alternative solution for the continuous development of university education in the smart time. In this context, this paper will review the prior studies of Smart Learning, U-Learning and Smart Campus, and study the concept and realization conditions of 'Smart Campus'.