• The Journal of Sustainable Design and Educational Environment Research
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• v.19 no.1
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• pp.13-24
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• 2020

The purpose of this study is to analyze and match future teaching-learning methods with learning-space types as customized not only by school grade or grade groups, but also by learning modality. As a result, the following six teaching-learning methods were identified as future teaching-learning methods: flipped learning, deeper learning, collaborative learning, learning through immersive virtual reality, playful learning, and learning through OER(Open Educational Resources). There were also six learning-space types that were identified: playing and discovering space, a making and placement space, a presentation and sharing space, a space for independent study, space as a stage, and space as content(See Tables 8 and 11). Learning-space types and future teaching-learning methods were matched with 22 different types of learning modalities based on the presented degree of utilization by school grade or grade groups(See Table 13).

• Journal of the Korean Institute of Educational Facilities
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• v.19 no.4
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• pp.11-19
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• 2012

The purpose of this study is to gauge the level of awareness of elementary, middle school, and highschool teachers regarding teaching-learning activities, learning space, and support for technology-based instruction in current and future school education, thereby providing essential data for seeking future improvements in the learning environment. Towards this end, a survey questionnaire (sectionalized into teaching-learning activities, learning space, and support for technology-based instruction) was developed. Subsequently the survey was administered to a random sampling of elementary, middle school, and highschool teachers in the Kyonggi, Kangwon, and Chonra Provinces. An in-depth analysis was conducted on the 797 questionnaire responses thus attained, focusing on the teachers' level of awareness regarding teaching-learning activities, learning space, and support for technology-based instruction, the correlation of the findings of the three areas in question, and the differences of the findings according to the circumstances of those surveyed. Based on the results, the authors of this study propose the following: First, that school administrators take into account the level of awareness of frontline teachers regarding teaching-learning activities, learning space, support for technology-based instruction. Second, efforts should be made to establish a safe and secure learning environment conducive to the synergic interplay of the three areas in question, by realizing true ICT in the classroom. Third, teachers in the classroom must endeavor to achieve a meaningful synthesis between educational programs and teaching-learning activities, as well as to serve as harbingers of improvements in the way we conduct the business of education.

• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.1
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• pp.15-23
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• 2003

Focusing on both the form of open classroom and that of independent one which have been most planned and being built, this study was designed to see if the educational environment of their inner space, structure, and facilities gives a proper support to classroom activities during the various classes based on open education. Selecting representative teaching methods in elementary school, such as open simultaneous learning, learning through a medium, learning in the corner, subject learning, team teaching and learning hardening basics, this study surveyed problems and improvements using literature works, questionnaires, observing, and interviews. Through the study on learning space for open education, it has been known that the form of independent classroom fits into one classroom learning and open classroom into small group learning and individual learning, and that the form of open classroom connecting open space with a classroom are more desirable when there is change from large to small group.

• International Journal of Advanced Culture Technology
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• v.8 no.1
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• pp.199-206
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• 2020

I suggested the design learning environment based on affordance concept approach for supporting and improving learners' behavior and outcome for convergent design education in this study. The design learning space should be applied teaching and learning activity, especially learners' behavior, physical space condition to support the design thinking process. The design learning space needs openness, individuality and connectivity to support the learners' behavioral to immerse, participate, cooperate, understand, think and fulfill the design thinking process. The composition principles of the learning environment for convergent design education supports communication and collaboration among members for independence and interaction. The spaces for design research and teaching needs high privacy while facilitating visual communications through special materials and wall structure design. Also, for connectivity to improve the learners' physical and visual contact, the environment of the classrooms requires flexibility and mobility by providing an open space integrating unit cells for realizing learning purpose. These are provided by formed of an open structure for inducing visual communication and physical contact to involve the design activities and the mutual interchange.

• Journal of Distribution Science
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• v.13 no.6
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• pp.25-33
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• 2015

Purpose - This paper's goal is to assess and promote several good teaching product designs and several learning environments. The paper discusses research product design learning and management. Research design, data, and methodology - As part of information science and technology, a school uses several teaching networks for auxiliary teaching, taking several designs as the teaching foundation, and creating multimedia curricula. Results - The results indicate that in the best learning designs and environments, the learner can maintain a high interest, which not only attracts all levels in the schools, but also has a pivotal influence on teaching around the world. The research study answers the question, was the atmosphere already luxurious? Conclusions - This study introduces several methodologies that are widely used for experimental processes. Using multi-criterion decision-making technology in studies of language product evaluation systems, the language teaching quality and space design is developed, and the language classroom learning system, the machine operation, the classroom environment design method, etc., conform to specifics of the study, the best choices, the most effective utilization, and are the most efficient.

• Journal of the Korean Institute of Educational Facilities
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• v.5 no.3
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• pp.11-16
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• 1998

The size and location of spaces need to be changed for teaching & learning activities in open education. This study is aimed to investigate how school facilities should be rearranged when the open education is implemented in elementary school. Some considerations such as enlargement of classroom, establishment of open space, and provision of various self-learning spaces are proposed for the rearrangement. It is also recommended that (1) a space for research and conference for teachers, (2) a multi-learning space to be utilized by connecting general and special classrooms, and (3) an open space for exclusive use of one grade or two grades be established.

• International Journal of Computer Science & Network Security
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• v.23 no.2
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• pp.193-198
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• 2023

The article focuses on the areas of education activities in using techniques for teaching and learning with information and communication technologies (ICTs), researching and analyzing the available ICTs, gearing the technologies to the specific psychological and pedagogical conditions, independently building and modeling ICTs, enlarging and developing their use in the learning environment. The visualization of scientific research has been determined to be part of the educational support for building students' ICT competence during teaching and learning and is essential to the methodology culture. There have been specified main tasks for pedagogy technologies (PTs) to develop the skills of adaptability to the global digital space in students, their effective database operation and using the data bases as necessary elements for learning and as part of professional training for research. We provided rationalization for implementing the latest ICTs into the Ukrainian universities' curricula, as well as creating modern methods for using the technologies in the learning / teaching process and scientific activities.

• Structural Engineering and Mechanics
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• v.81 no.2
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• pp.195-203
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• 2022

This paper presents the quantification and location damage detection of plane and space truss structures in a two-phase method to reduce the computations efforts significantly. In the first phase, a proposed damage indicator based on the residual force vector concept is used to get the suspected damaged members. In the second phase, using damage quantification as a variable, a teaching-learning based optimization algorithm (TLBO) is used to obtain the damage quantification value of the suspected members obtained in the first phase. TLBO is a relatively modern algorithm that has proved distinguished in solving optimization problems. For more verification of TLBO effeciency, the classical particle swarm optimization (PSO) is used in the second phase to make a comparison between TLBO and PSO algorithms. As it is clear, the first phase reduces the search space in the second phase, leading to considerable reduction in computations efforts. The method is applied on three examples, including plane and space trusses. Results have proved the capability of the proposed method to precisely detect the quantification and location of damage easily with low computational efforts, and the efficiency of TLBO in comparison to the classical PSO.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.129-139
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• 2004

This society is rapidly changing into an information-oriented society. As such, revolutionary and efficient teaching methods are needed in school education rather than traditional methods. To be an efficient teaching lesson, teaching plans based on learners' prior knowledge are needed. The knowledge-space theory provides the methods of efficient analysis about learners' status of knowledge. This study designs and implements the support-learning tool based on the knowledge-space theory to increase the efficiency in classroom lessons through the development of various methods of analysis of learners' knowledge status.

• Korean Institute of Interior Design Journal
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• v.19 no.3
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• pp.214-223
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• 2010

Information & Communication Technology(ICT), called ubiquitous computing, changes our environment in many ways. It also acts on educational environment in concert with new pedagogy. Korean Government gives an efforts to set up the u-School as the educational environment supported by ICT. This study aims to find efficient uses of ICT to cope with the changing education environment and emerging needs of users. The survey research follows the pilot study on the model of future school. The students and teachers in six schools located in Busan answered the questionnaire and 752 individuals were analyzed by the statistical method including frequencies, crosstabs, ANOVA, and factor analysis. The conclusions are as follows: (1) Highly demanded were the u-School facilities to provide pleasant environment as the teachers and students have to spend most of time in classroom, or school premises. In addition, the infrastructures were so desperately required that students are able to control their textbooks and belongings, and efficiently utilize a variety of data. (2) The classroom volume should be planned a bit smaller than the current number of students so that teachers are relieved from the burden of too many student. The needs of students to interact with more students can be bolstered by utilization of ICT. (3) The respondents feel the high needs of computer for student, electronic blackboard, electronic lecture desk, microphone and computer for teacher as the teaching and learning facilities. This showed high needs for teaching and learning facilities enabling the active and individual learning through the use of ICT at education environment. In conclusion, the study proposes the fundamental data to combine u-School elements proper to the current learning and school environment, from the analysis on the use of school facilities, with the subjects, the users of education environment.