• Research in Mathematical Education
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• v.13 no.2
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• pp.91-101
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• 2009

The mathematics curriculum reform has been carried out for almost five years (2004-2008) in the mainland China. But the teaching and learning in mathematics classrooms still are traditional in nature. Analyzing from the cultural angle, some reasons can be found: the orientation of teachers' role, teaching, and learning, the relationships between a teacher and the students, understanding the mathematics, and examination.

• 제어로봇시스템학회:학술대회논문집
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• 1992.10a
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• pp.484-489
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• 1992

The inference of fuzzy controller can be considered a mapping from the controller input to membership value. The membership value, a kind of weight, has a role to decide if the input is appropriate to the rule. The membership function is described by several values, which are decided by a learning method. The learning method is adopted from adaptive filtering theory. The simulation shows the proposed fuzzy controller can learn linear and nonlinear functions. the structure of the proposed fuzzy controller becomes a kind of neural network.

• International Journal of Computer Science & Network Security
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• v.23 no.1
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• pp.41-46
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• 2023

Because of the significant role that harakat plays in Arabic text, this paper used deep learning to extract Arabic text with its harakat from an image. Convolutional neural networks and recurrent neural network algorithms were applied to the dataset, which contained 110 images, each representing one word. The results showed the ability to extract some letters with harakat.

• Educational Technology International
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• v.12 no.2
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• pp.95-116
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• 2011

This study examines effects of Facebook on language learning in terms of facilitating interaction and collaboration by applying Facebook in a Korean language class. Forty one exchange students from seventeen countries who participated in the study used Facebook to exchange information and complete group projects. Results show that Facebook was effective in sharing class materials, engaging in class community and collaborating to complete assignments. Students also comment that socializing with peers was helpful, yet more activities and discussion to draw active participation is needed. This study also points out the important role of instructors who implement social media and manage the class.

• Journal of Information Technology Applications and Management
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• v.15 no.1
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• pp.99-116
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• 2008

This study explores the impacts of e-learning system characteristics on learner committment and satisfaction by surveying the firms utilizing e-learning systems for learning. In the study, we have, first, drawn the key factors and instruments to measure e-learning system characteristics through intensive literature review. Second, we have investigated whether the characteristics contribute to increasing learner's commitment and satisfaction. Finally, we have examined the mediating effect of learner's commitment between the characteristics of e-learning system and learner satisfaction. We have conducted a survey on the employees having experience in using e-learning systems for learning, and collected a total of 93 responses. The results of a statistical analysis show the following: First, expression and interaction affect the learner's commitment. The results indicate that a learner should engage in e-learning and ultimately be more committed on it when there is a coherence in design and organization of learning contents, and when the system offers various multimedia options including audio, sound, image, graphics, etc. Second, leaner's commitment leads to higher learning satisfaction. Finally, our results show that the commitment plays a mediating role between learner characteristics (expression, control, and trust) and learner satisfaction.

• Journal of Fisheries and Marine Sciences Education
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• v.28 no.3
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• pp.872-880
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• 2016

The purpose of this study is to find the research trends relating to flipped learning through keyword network analysis. For investigating this topic, final 100 papers (removed due to overlap in all 205 papers) were selected as subjects from the result of research databases such as RISS, DBPIA, and KISS. After keyword extraction, coding, and data cleaning, we made a 2-mode network with final 202 keywords. In order to find out the research trends, frequency analysis, social network structural property analysis based on co-keyword network modeling, and social network centrality analysis were used. Followings were the results of the research: (a) Achievement, writing, blended learning, teaching and learning model, learner centered education, cooperative leaning, and learning motivation, and self-regulated learning were found to be the most common keywords except flipped learning. (b) Density was .088, and geodesic distance was 3.150 based on keyword network type 2. (c) Teaching and learning model, blended learning, and satisfaction were centrally located and closed related to other keywords. Satisfaction, teaching and learning model blended learning, motivation, writing, communication, and achievement were playing an intermediary role among other keywords.

• Journal of Korea Society of Digital Industry and Information Management
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• v.16 no.4
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• pp.111-121
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• 2020

This study analyzed the effects on system quality, learning commitment, and satisfaction in a mobile environment. A survey was conducted on 192 students enrolled in K University, and the research results are as follows. first, it was found that usefulness had an effect on learning commitment, but connectivity and reliability did not affect learning commitment. second, it was found that the usefulness and connectivity of the system quality had a significant effect on the satisfaction of use. third, the intermediary effect of learning immersion was verified as the connectivity, reliability, and usefulness of the system quality influence the satisfaction of use. connectivity and reliability had no mediating effect of learning commitment, and usefulness was found to play a partial mediating role in affecting user satisfaction. This study is meaningful in that it can provide a plan for improving the quality management of mobile learning and improving the learning effect by analyzing the effects on mobile learning from multiple perspectives.

• East Asian mathematical journal
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• v.38 no.2
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• pp.187-214
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• 2022

This study compares the functions of the Learning Management Systems (LMS) in three widely used Edu-Tech platforms, that support students' individualized learning by using the learning characteristics of the students. The rapid advances in artificial intelligence (AI) are broadening their impacts in the education industry, and play a broad role in supporting student learning. In many countries, online classes have become a norm due to the COVID-19 crisis, and the demand for Edu-Tech in classes has increased rapidly. As a result, many countries, including South Korea, are now preparing and implementing various policy measures to adopt Edu-Tech in the class setting. Therefore, in this study, we analyze and compare the structures and characteristics of the three widely used Edu-Tech platforms that support individualized mathematics learning. In particular, we compare the LMSs of the three platforms by considering the elements such as learning design, learning management, learner analysis, learning result analysis, and student management functions. The results of this study give implications in the future directions to take on how to build Edu-Tech platform models that promote students' individualized mathematics learning in public education.

• The Korean Journal of Emergency Medical Services
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• v.26 no.2
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• pp.37-46
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• 2022

Purpose: This study aims to analyze the effects of flipped learning on paramedic students' self-directed learning and academic self-efficacy. Methods: A one-group pretest, posttest design was utilized for the 32 paramedic students who participated. The data were analyzed by employing paired t-test and Pearson correlation coefficient along with the SPSS 23.0 program. Results: The scores of self-directed learning and academic self-efficacy significantly increased after flipped learning classes (t = -3.90, p<.05; t = -5.92, p<.05, respectively). Conclusion: Flipped learning is an effective intervention for improving self-directed learning and academic self-efficacy in paramedic education. In the long run, the application of flipped learning will play a role in improving the paramedic students' educational environment and strengthening the overall abilities of students.

• 한국HCI학회:학술대회논문집
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• 2006.02a
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• pp.945-953
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• 2006

The researchers in the field of cognitive science and learning science suggest that the teaching activity induces the elaborative and meaningful learning. Actually, lots of research findings have shown the beneficial effect of learning by teaching such as peer tutoring. But peer tutoring has some limitations in the practical learning context. To overcome some limitations, the new concept of "learning by teaching" through the agent called Teachable Agent. The teachable agent is a modified version of traditional intelligent tutoring system that assigns a role of tutor to teach the agent. The teachable agent monitors individual difference and provides a student with a chance for deep learning and motivation to learn by allowing them to play an active role in the process of learning. That is, The teaching activity induces the elaborative and meaningful learning. This study compared the effects of our teachable agent, KORI, and peer tutoring on the cognition and motivation. The field experiment was conducted to examine whether learning by teaching the teachable agent would be more effective than peer tutoring and reading condition. In the experiment, all participants took 30 minutes lesson on rock and rock cycle together to acquire the base knowledge in the domain. After the lesson, participants were randomly assigned to one of the three experimental conditions; reading condition, peer tutoring condition, and teachable agent condition. Next, participants of each condition moved into separated place and performed their own learning activity. After finishing all of the learning activities in each condition, all participants were instructed to rate the interestingness using a 5-point scale on their own learning activity and leaning material, and were given the comprehension test. The results indicated that the teachable agent condition and the peer tutoring condition showed more interests in the learning than the reading condition. It is suggested that teachable agent has more advantages in overcoming the several practical limitations of peer tutoring such as restrictions in time and place, tutor's cognitive burden, unnecessary interaction during peer tutoring. The applicability and prospects of the teachable agent as an efficient substitute for peer tutoring and traditional intelligent tutoring system were also discussed.