• Journal of Information Technology Services
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• v.6 no.3
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• pp.195-207
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• 2007

This study describes the design and implementation of web based collaborative learning system to improve interactivity among learners. Based on suggestions from previous studies, the system is composed of three main parts : the community module, the learning module, and the administrative module. The study participants were 254 university students from two different institutions. They were divided into 43 groups and asked to complete an online TOEIC preparation module using the learning system over 4 weeks. Survey data were collected at three points from each participant-before and 3 weeks after the beginning of the online module and at the completion of the module. The result indicates that the usage of this system is positively related to the learners' collaborative learning activities, the level of sense of community, and learner satisfaction both at the individual and group levels.

• Journal of the Institute of Electronics and Information Engineers
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• v.49 no.9
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• pp.370-378
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• 2012

This paper proposes a method of constructing of hybrid web-based smart learning system to operable in a variety of mobile devices. To do this, the proposed system is developed a learning system with standardized and enhanced functions. In the proposed method, API specifications based on the standard functionality of smart learning system are created. And then, by building the API provider on a legacy system an organic linkage between the legacy system and the smart learning system is guaranteed. A standard API method is applied to data integration between the PC-based learning system and the smart learning system. The smart learning system interacts with legacy learning systems though Json/XML data forms via the https protocol. As a result, the legacy system using the proposed method dose not require major modifications and changes for a smart learning service.

• Journal of The Korean Association of Information Education
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• v.10 no.1
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• pp.93-104
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• 2006

The purpose of this study is to examine the effects of GLAS(Guided-Learner Adaptable Scaffolding) strategies in web-based collaborative learning environments. Through the extensive literature reviews, web-based collaborative learning environments considering GLAS types were developed. 93 sixth graders were selected from a elementary school in Seoul, and they learned in the web-based system for 4 weeks. The results revealed that the impact of scaffolding on transfer of learning, cognitive overload by reflective scaffolding, learning motivation affected intrinsic scaffolding.

• Journal of The Korean Association of Information Education
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• v.7 no.2
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• pp.189-197
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• 2003

WBI(Web Based Instruction) has been confined to some course due to a burden of development of instruction materials. In this paper, we implemented a personalized instruction and learning system for Word Processor based on Internet by using WBI. Compared to the traditional instruction and learning method for Word Processor Education, the proposed method induce students to take an interest in the learning and make it possible to do student oriented instruction and learning due to the selection of specific contents according to student's ability and his/her learning step. And this system can evaluate the learning rate on the spot by using personalized homework and maximize learning effect by using feedback.

• Journal of Korea Society of Industrial Information Systems
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• v.6 no.3
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• pp.71-78
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• 2001

Since web-based tutoring systems are generally composed with passive and static hypertext, they could not provide adaptive learning environments according to learning ability of each student. In this study, we suggest an intelligent tutoring system, which grasps the learning state of student and provides each student with dynamic learning materials suitable to individual feature based on learning result. It is an agent based system, in which, courseware knowledge for learning is effectively constructed, the proper feedback according to learning assessment is inferred, and it is given to each student.

• Journal of the Korean Institute of Intelligent Systems
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• v.16 no.1
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• pp.43-48
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• 2006

The educational system has been changed owing to Web, which is most actively used on internet and has the characteristics of providing suitable environments for implementing constructivism study theory. WBI(Web Based Instruction), web-mediated teaching form for students at a long distance, has the advantages of possible interact between instructors and learners, offering a great variety of learning materials, and overcome the spatiotemporal restriction. This paper focuces on the construction of learning surroundings where the learner-centered, active learning can be done by design and Implementation of web based instruct system providing a sham examination with an item pool system. The web based Self-directed Learning system for word processor qualifying exams on this paper, can be mentioned as a real item pool that the question is not setting each time by the instructors but can be reused by reference on item pool bank, designed the number of question. It helps the learner Self-directed Learning study with evaluation during the web based instruct process and immediate feedback. It also provides the chance to research some similar using keyword. To sum up, this system can amplify the efficiency of study.

• Journal of Korea Multimedia Society
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• v.10 no.12
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• pp.1679-1686
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• 2007

In this paper, we introduce the sharable and reusable learning objects which are suitable for XML Web services in e-learning systems. These objects are extracted from the principles of pedagogical paradigms for reusable learning units. We call them LIO (Learning Item Object) objects. Existing models, such as Web-hosted and ASP-oriented service model, are difficult to cooperate and integrate among the different kinds of e-learning systems. So we developed the LIO objects that are suitable for XML Web services. The reusable units that are extracted from pedagogical paradigms are tutorial item, resource, case example, simulation, problems, test, discovery and discussion. And these units correspond to the LIO objects in our learning object model. As a result, the proposed model is that learner and instruction designer should increase the power of understanding about learning contents that are based on pedagogical paradigms. By using XML Web services, this guarantees the integration and interoperation of the different kinds of e-learning systems in distributed environments and so educational organizations can expect the cost reduction in constructing e-learning systems.

• International journal of advanced smart convergence
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• v.10 no.4
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• pp.110-116
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• 2021

This paper proposed a real-time earlobe detection system using deep learning on the web. Existing deep learning-based detection methods often find independent objects such as cars, mugs, cats, and people. We proposed a way to receive an image through the camera of the user device in a web environment and detect the earlobe on the server. First, we took a picture of the user's face with the user's device camera on the web so that the user's ears were visible. After that, we sent the photographed user's face to the server to find the earlobe. Based on the detected results, we printed an earring model on the user's earlobe on the web. We trained an existing YOLO v5 model using a dataset of about 200 that created a bounding box on the earlobe. We estimated the position of the earlobe through a trained deep learning model. Through this process, we proposed a real-time earlobe detection system on the web. The proposed method showed the performance of detecting earlobes in real-time and loading 3D models from the web in real-time.

• The Transactions of the Korea Information Processing Society
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• v.5 no.6
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• pp.1583-1592
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• 1998

Recently, massive amount of infonnation is provided for the internet users. So users want to search information on Internet, but it is difficult to search information what you want. In this paper, we propose a personal Web-agent system using Case-based learning, Web-Guide. Web-Guide consists of two sub-system, interface-system and learning-system. Interface-system operates other web-browser nearly the same and connects user to system. And interface-system transfer datas of current page to learning-queue. Learning-system visit and evaluate the value of each page in learning-queue using evaluation-function that gave weight values occupied by analyzing tag used the character of HTML document. After all users who are known about artificial intelligence well and not made experiments by using Web-Guide, they reached their desired sites faster than before.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2001.05a
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• pp.152-158
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• 2001

Since web_based tutoring systems are generally composed with passive and static hypertext, they could not provide adaptive learning environments according to learning ability of each student. In this study, we suggest an intelligent tutoring system, which grasps the learning state of student and provides each student with dynamic learning materials suitable to individual feature based on learning result. It is an agent based system, in which, courseware knowledge for learning is effectively constructed, the proper feedback according to learning assessment is inferred, and it is given to each student.