• Journal of Engineering Education Research
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• v.18 no.6
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• pp.24-31
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• 2015

The purpose of this study is to develop the model of course evaluation design for CEA(Course-Embedded Assessment), which is focused on course level for assessment reliability. This study was conducted by the process of model development and validation according to Richey & Klein(2007)'s model development methodology. The model of this study was comprised with the three steps of learning objectives based on course outcome, assessment design and goal achievement analysis of course, which were explained by specific design principles. Also, this model was validated by two steps, which one was on the inner validation and the other was the outer validation(Richey & Klein, 2007). Considerations for designing the model of course evaluation have been suggested and a few implications were discussed.

• Journal of the Korean Institute of Intelligent Systems
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• v.11 no.6
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• pp.549-557
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• 2001

Morphological analysis and POS tagging require a dictionary for the language at hand . In this fashion though it is impossible to analyze a language a dictionary. We also have difficulty if significant portion of the vocabulary is new or unknown . This paper explores the possibility of learning morphology of an agglutinative language. in particular Korean language, without any prior lexical knowledge of the language. We use unsupervised learning in that there is no instructor to guide the outcome of the learner, nor any tagged corpus. Here are the main characteristics of the approach: First. we use only raw corpus without any tags attached or any dictionary. Second, unlike many heuristics that are theoretically ungrounded, this method is based on statistical methods , which are widely accepted. The method is currently applied only to Korean language but since it is essentially language-neutral it can easily be adapted to other agglutinative languages.

• Korea Journal of Hospital Management
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• v.24 no.4
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• pp.70-84
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• 2019

Purposes: Despite a lot of prior studies on psychological empowerment on positive outcomes, the objectives of this paper were to examine the role of psychological empowerment on informal learning and the mediation role of informal learning between psychological empowerment and outcome variables focused upon physical therapists working in hospital industry. Methodology: Using survey methods, the data were collected from 198 physical therapists who have worked in Ulsan city and attended in annual meeting. Findings: Results showed that psychological empowerment predicted informal learning positively but differences in mediational mechanism. Specifically, the path between psychological empowerment and proactive behavior partially mediated but no mediating effect between psychological empowerment and helping behavior. This study identified the main role of psychological empowerment on informal learning, and it expands on positive functions of the concept to learning area in organizations. The other results help advanced understanding of differential mechanism through informal learning in the process between psychological empowerment and both outcomes. Practical Implications: The current study contributes to expend the area of prior findings on psychological empowerment to learning activities implemented by individual volunteer effort. For hospitals operating the teams of physical therapy, the significance for considering psychological empowerment is highlighted as for individual growth related to job and for change behavior in the individual level.

• Korean Journal of Community Nutrition
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• v.21 no.6
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• pp.497-508
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• 2016

Objectives: The purpose of this study was to evaluate the effect of nutrition education using materials based on social cognitive theory. Education topics focused on improving health-related and dietary self-awareness and behavior capability in adolescents. Methods: Participants were recruited from a middle school for girls; 67 students (educated group, n=34 and control group, n=33) participated. The education group received 12 lessons in club activity class. Self-administered surveys were conducted for each group before and after the nutrition education program. The questionnaires consisted of variables such as self-efficacy, outcome expectation, outcome expectancy, knowledge, and dietary practices based on the social cognitive theory. Education satisfaction was evaluated using a five-point Likert scale for two sections: a) teaching and learning and b) education results. The data were analyzed using a t-test and Chi Square-test (significance level: p < 0.05). Results: In the education group, post-education, there were significant differences in self-efficacy (p < 0.05), knowledge (p < 0.01), and dietary practices (p < 0.05), whereas outcome expectation and expectancy did not show any significant differences. None of the variables showed any significant differences in the control group. Educational satisfaction scores were $4.38{\pm}0.12$ (teaching and learning) and $4.14{\pm}0.15$ (education results). Conclusions: This study showed that improving adolescent's awareness and behavior capability has a positive effect on their dietary practices. Moreover, this study suggested that a theory-based determinant should be considered to improve dietary behavior among adolescents.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.409-418
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• 2015

This study was performed to develop and evaluate the effects of Team-Based Learning(TBL) on cardiac problem in adult nursing. The study measured problem-solving ability, critical thinking disposition, academic achievement and, class satisfaction for learning outcomes of course. Pretest-posttest design with nonequivalent control group was utilized to analyze the effects of TBL. Experimental group and control group each consisting of 52, 54 participants was picked from the junior students. The experimental group was given the TBL for 6 hours and control group was given a lecture and case-based announcement class. In results, significant improvements were found in problem-solving ability(F=5.92, p=.017), and class satisfaction(F=5.80, p=.018). Critical thinking disposition and academic achievement of experimental group were improved than those of control group, but there were not statistically significant difference.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.64-75
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• 2008

The purpose of the study was to verify reliability and validity of SDLRS instrument and to prove up possibility of usage as an evaluation method for evaluating life-long learning. Literature review and survey were used to accomplish objectives of the study. 218 students in department of mechanical engineering of A university at Gyunggi province were responded for SDLRS(Guglielmino, 1977) instrument. Data were analyzed using descriptive statistics, factor analysis, t-test, and ANOVA test. 58 items in original version instrument were converted to 23 items. There were 7 factors for assessing the self-directed learning readiness according to this measurement scale with a total variance of about 58%. The total reliability of the final 23 items was $\alpha$. The final 7 factors consisted of love for learning, openness for learning, self-perception, basic learning function and independence, acceptance of responsibility for learning, leadership and future directivity, and creativity and exploration. The result of SDLRS analysis according to individual background, there were significant statistically in the grade, period of employment in industry, entering graduate school or not, and GPA, but no significant statistically in sexual difference, employment in industry or not, final academic level of parent, and income level of the family. In the future, final instrument will be needed to check in the respect of correlation with another ability and skill influencing on life-long learning, and more study will be done for developing life-long learning.

• 대한공업교육학회지
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• v.40 no.2
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• pp.239-258
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• 2015

The purpose of this study is to provide basic data that can be used in a reasonable assessment of the learning outcomes of STEAM. It presented a learning outcome evaluation method, relative weights of key competencies standard that a learner should cultivate. For this study, a pairwise comparison questionnaire about the key competencies was conducted on the STEAM professionals, and AHP was applied to analyze the priority of main factors of key competencies. The results of this study are as follows. First, the importance of capabilities of convergence accomplishment and capabilities of convergent cognition, in the first layer of key competencies, were 39.4% and 36.8%, respectively. In the education evaluation of the STEAM, capabilities of convergence accomplishment and capabilities of convergent cognition showed similar level of importance, and were considered more important factor than capabilities of convergence attitude (23.8%). Second, the relative importance of capabilities of problem solving (20.0%) was highest in the second layer of key competencies, and followed by capabilities of creative thinking (18.3%), responsibility (15.3%), and understanding convergence knowledge (11.0%). Third, it will be a foundation of a competency evaluation, which reasonably evaluates, based on the relative weights, whether to accomplish educational objectives of the STEAM program In addition, this results is expected to become a guide to develop an education program that can improve the teaching and learning process and raise the learning outcome, as well as an education evaluation of the STEAM.

• Smart Structures and Systems
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• v.30 no.6
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• pp.557-569
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• 2022

Vibration-based structural health monitoring (SHM) is crucial for the dynamic maintenance of civil building structures to protect property security and the lives of the public. Analyzing these vibrations with modern artificial intelligence and deep learning (DL) methods is a new trend. This paper proposed an unsupervised deep learning method based on a convolutional autoencoder (CAE), which can overcome the limitations of conventional supervised deep learning. With the convolutional core applied to the DL network, the method can extract features self-adaptively and efficiently. The effectiveness of the method in detecting damage is then tested using a benchmark model. Thereafter, this method is used to detect damage and instant disaster events in a rubber bearing-isolated gymnasium structure. The results indicate that the method enables the CAE network to learn the intact vibrations, so as to distinguish between different damage states of the benchmark model, and the outcome meets the high-dimensional data distribution characteristics visualized by the t-SNE method. Besides, the CAE-based network trained with daily vibrations of the isolating layer in the gymnasium can precisely recover newly collected vibration and detect the occurrence of the ground motion. The proposed method is effective at identifying nonlinear variations in the dynamic responses and has the potential to be used for structural condition assessment and safety warning.

• The Mathematical Education
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• v.49 no.3
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• pp.353-373
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• 2010

This research was to help slow learners to be motivated and to make their outcome productive, using GSP based on the mathematization theory for learning mathematics, as a way of encouraging the learner-centered approach. With 2 of the second graders in a high school, who had not yet understood trigonometric functions in their first grade period, 7 units of lesson plans were designed for the research. The results showed that first, understanding real life contexts and analyzing properties by observation, and experiment using GSP, to build the concept of trigonometric functions could be a foothold on which learner's organization and outcome from a horizontal mathematization led to vertical mathematization. Despite the delay during the level-up-stage for a while, the learners could attain the vertical mathematization stage and moreover the applicative mathematization through effective use of GSP and the interaction between the learners or a teacher and the learners. Second, using GSP was a vertical tool of connecting horizontal mathematization with vertical mathematization in forming the concept of trigonometric functions and its meaning could be understood by their verbalizing and presenting the outcomes through their active performance. Using GSP is helpful for slow learners to overcome learning difficulties, based on the instructional materials designed by Realistic Mathematics Education.

• Journal of the Korea Convergence Society
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• v.5 no.3
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• pp.45-51
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• 2014

Computer science and computing technologies are applied into mathematical, science, medical, engineering and educational applications. The models are used to solve the issues in all the domains. Educational systems are used top down, bottom up, Gap Analysis model in the educational learning system. Educational learning process integrated with Lerner, content and the methodology. The Learners and content are same in the educational system or similar courses but the teaching methodologies are differing one with another. The determinations of teaching methodologies are based on the factors related to that particular model or subject. The learning model influencing determinations are made by the surveys, analysis and observation of data to maximize the learning outcome. This paper attempted to evaluate the SNE learners cognitive using NASA Scaling.