• 한국수학교육학회지시리즈A:수학교육
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• 제45권4호
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• pp.493-505
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• 2006

This research studied learning model for the purpose of renovation of mathematics teaching methods. Especially, this research classified the types of cooperative learning, the theoretical background for cooperative learning, the need of cooperative learning in school mathematics, and the differences between cooperative learning and traditional small group learning, This research also suggested special features of cooperative learning and various types of cooperative learning models. The main types of cooperative learning which this research supported are TAI(Team-Assisted Individualization, JIGSAW cooperative learning, JIGSAW II cooperative learning, JIGSAW III cooperative learning, STAD(Student Team-Achievement division) cooperative learning, and TGT(Teams-Games-Tournament).

• 디지털콘텐츠학회 논문지
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• 제15권4호
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• pp.449-455
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• 2014

이동 물체의 검출은 비디오 감시, 보행자의 행동 분석과 같은 컴퓨터 시각 분야에서 매우 중요한 전처리 작업이다. 이는 실제 외부 환경을 대상으로 할 때, 영상 시퀀스에 존재하는 배경의 불규칙한 움직임, 조명 변화, 그림자, 배경 물체의 위상 변화 및 잡음 등으로 인하여 매우 어려운 작업이다. 본 논문에서는 코드북 기반의 전경 검출 알고리즘을 제안한다. 코드북은 입력 영상으로부터 얻어지는 배경화소에 대한 정보 데이터베이스이다. 먼저, 첫 번째 프레임을 배경 영상으로 가정하고 이를 입력 영상과 비교하여 차 영상을 구한다. 구해진 차 영상에는 순수한 이동 물체뿐만 아니라, 잡음까지 포함된다. 둘째로, 전경으로 검출된 화소의 색상과 밝기 값을 가지고 코드북을 조사하여 존재하는 경우 잘못 추출된 전경 화소로 판단하고 전경에서 제거한다. 마지막으로, 다음번 입력되는 프레임을 반복 처리하기 위하여 배경 영상을 새롭게 갱신하는데, 배경 화소로 검출된 화소의 경우에는 현재의 입력 영상으로부터 추정되며, 전경 화소로 검출된 경우에는 이전 배경 영상의 화소 값을 복사하여 사용한다. 제안한 알고리즘을 PETS2009 데이터에 적용한 결과를 GMM 알고리즘과 표준 코드북 알고리즘의 결과와 비교하여 보인다.

• 영어어문교육
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• 제9권2호
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• pp.213-241
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• 2003

As an attempt to characterize the English test section of CSAT (College Scholastic Ability Test) and to get some suggestions, this study raised the research questions, as 'What are the main factors that affect students' English test scores in CSAT, and how big influences do they have?' It has been hypothesized that among main factors are the L1 competence, represented by the Korean test scores in CSAT, background knowledge or intelligence, represented by the "total" scores in CSAT, and the two types of L2 knowledge (vocabulary and grammar on one hand and prosody m the other hand), measured by the test devised specially for this study. The individual effect of the L2 vocabulary and grammar (one kind of L2 knowledge) was 70%, that of background knowledge or intelligence 61%, that of the L1 competence 50%, and that of the L2 prosody knowledge (the other kind of L2 knowledge) 32%. According to the stepwise regression, the whole effect of these four factors was 74%. The findings suggest that first, although CSAT is based on the top-down model of comprehension, the bottom-up model of learning should be more emphasized in our English class. Also, since background knowledge or intelligence is the second most influential factor, the top-down model of learning that helps students learn to understand by activating their various schemata must also be very effective.

• 한국어교육
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• 제29권4호
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• pp.93-112
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• 2018

The purpose of this study is to deal with vocabulary in KFL. As a result of this study, learners learned vocabulary on average 43 points through contextual inference and introduction of the class to activate background knowledge. In particular, the implicit method showed the highest learning rate of 52 points, and the thematic method had a 41 point-learning rate. In contrast, the semantic method was the lowest with a 25 point-learning rate. There was no significant difference in the improvement rate of upper vocabulary learners, but in the case of the lower learner, there was significant difference in the improvement rate. The difference was not significant in the post-test relative gain rate of upper learners, but there was significant in lower learners. In the delayed test relative gain rate, the difference was significant in all groups. There was correlation between vocabulary difficulty and score, but there was no correlation with the thematic method. And there was no correlation between vocabulary difficulty, improvement rate and relative gain rate in all three classes. However, content understanding, lexical grade, improvement rate, and relative gain rate showed a significant correlation.

• Journal of Information Processing Systems
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• 제14권6호
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• pp.1405-1419
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• 2018

An image fusion method is proposed on the basis of depth model segmentation to overcome the shortcomings of noise interference and artifacts caused by infrared and visible image fusion. Firstly, the deep Boltzmann machine is used to perform the priori learning of infrared and visible target and background contour, and the depth segmentation model of the contour is constructed. The Split Bregman iterative algorithm is employed to gain the optimal energy segmentation of infrared and visible image contours. Then, the nonsubsampled contourlet transform (NSCT) transform is taken to decompose the source image, and the corresponding rules are used to integrate the coefficients in the light of the segmented background contour. Finally, the NSCT inverse transform is used to reconstruct the fused image. The simulation results of MATLAB indicates that the proposed algorithm can obtain the fusion result of both target and background contours effectively, with a high contrast and noise suppression in subjective evaluation as well as great merits in objective quantitative indicators.

• International Journal of Contents
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• 제17권3호
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• pp.30-37
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• 2021

This study aimed to determine the effects of simulation learning program using SBAR (Situation, Background, Assessment, Recommendation) techniques on undergraduate nursing students' clinical judgment and communication skills. A quasi-experimental research design (one-group pretest-posttest design) was used in this study. The participants included 88 students from a nursing college. There were statistically significant differences in clinical judgment, communication clarity, and communication confidence between pre-simulation learning using SBAR and post (t=10.32, p<.0001; t=6.05, p=<.0001; t=7.42, p=<.0001). The simulation learning program using SBAR was found to improve nursing students' clinical judgment as well as clarity and confidence in interprofessional communication.

• 영어어문교육
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• 제12권3호
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• pp.1-24
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• 2006

This study investigated differences in beliefs about English learning of 286 EFL college students and 52 English teachers in Korea. Data was collected using Horwitz's Beliefs About Language Learning Inventory and compared between students and teachers in beliefs. To address the research questions, the data were analyzed through descriptive statistics including frequencies, factor analysis, MANOVA, ANOVA, t-test, and reliability coefficients. The results showed four factors in student beliefs: Difficulty of learning English, nature of learning English, importance of correctness in learning English, and motivation and perceived importance of learning English. Clear differences were found in students and teachers' beliefs in English learning aptitude and importance of translation, error correction, and grammar rules. A few belief differences were also identified between Koreans and native-speaking English teachers related to the importance of vocabulary learning, pronunciation, and cultural knowledge. The findings of the study indicated that background variables such as gender and major field of study have an effect on student beliefs about L2 learning. The present study also provided pedagogical considerations to reduce mismatch between students and teachers beliefs and to improve the L2 planning and instruction.

• 한국수학사학회지
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• 제20권4호
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• pp.123-152
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• 2007

본 연구는 협동학습의 역사적 발달 과정에 대하여 간략하게 알아보고, 협동학습의 효과성과 관련된 이론적 배경, 협동학습에 영향을 미치는 요인, 협동학습 모형의 특징 및 그 효과에 대하여 살펴보았다. 그리고 수학 교수-학습에서 협동학습의 필요성, 협동학습이 수학 수업에서 성공할 수 있는 몇 가지 조건 및 수학 과목에서 주로 사용되는 협동학습 모형, 이러한 모형들에 대한 수학학습 효과에 대하여 고찰하였다.

• International Journal of Contents
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• 제9권3호
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• pp.35-41
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• 2013

This paper aims at investigating what Regional University E-Learning Centers (RUECs) has done in promoting e-learning in university education in Korea. First, the e-learning situation in university education in Korea is introduced. Secondly, the background of establishment of RUECs and its functions are explained in detail. Thirdly, a case of RUECs is suggested by using the CNU-University E-Learning Center. In particular, the performance of e-learning is evaluated based on the student satisfaction data, and a paired-t test is implemented to see if there was any difference between 'before' and 'after' e-learning. Lastly, some suggestions are made to promote the e-learning in university education.

• 대한물리치료과학회지
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• 제30권3호
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• pp.84-90
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• 2023

Background: This study aimed to investigate the effects of flipped learning education on academic motivation and class satisfaction in physical therapy students. Design: Cross-sectional study. Methods: Participants included 72 physical therapy students (experimental group=36, control group=36). In order to compare the effects of flipped learning education, flipped learning and lecture-style learning were provided in a class titled Acticities of Daily Living and Practice. An independent t-test was used to compare academic motivation and class satisfaction between two groups. Results: The flipped learning group showed a significantly higher level of academic motivation and class satisfaction compared to the traditional learning group (p<0.05). Conclusion: These results showed that flipped learning education is an effective learning strategy for improving the academic motivation and class satisfaction of physical therapy students.