• Journal of the Korea Society of Computer and Information
• /
• v.23 no.5
• /
• pp.73-78
• /
• 2018

Recently, Flipped Learning is attracting attention as a method for qualitative growth of university education. Flipped Learning is a kind of computer based education and consisted of online video lectures and offline student activities. This paper introduces the results of applying Flipped Learning for one semester to Korean linguistic norms course. As for this course, the contents related to the knowledge and information were provided individually before the class through online video, and the offline classes focused on student-led activities. When qualitatively evaluating the results of the course, students developed a more comprehensive and flexible mind set beyond the preexisting normative attitudes and showed increase in analytical and critical thinking in understanding the principles of linguistic norms and spelling system. According to these results we argue that it is necessary to actively adopt Flipped Learning in the humanities education, including the grammar classes.

• Journal of the Korean Institute of Intelligent Systems
• /
• v.18 no.1
• /
• pp.133-138
• /
• 2008

In this paper, we propose a novel anchor shot detection system, named to MASD (Multi-phase Anchor Shot Detection), which is a core step of the preprocessing process for the news video analysis. The proposed system is composed of four modules and operates sequentially: 1) skin color detection module for reducing the candidate face regions; 2) face detection module for finding the key-frames with a facial data; 3) vector representation module for the key-frame images using a non-negative matrix factorization; 4) one class SVM module for determining the anchor shots using a support vector data description. Besides the qualitative analysis, our experiments validate that the proposed system shows not only the comparable accuracy to the recently developed methods, but also more faster detection rate than those of others.

• Journal of Gifted/Talented Education
• /
• v.20 no.3
• /
• pp.655-679
• /
• 2010

This study was created with the intent of improving the teaching quality of the teachers responsible for instructing higher level math programs. Additionally, this research study was designed to analyze the instruction of mathematically gifted students by using "The Flanders Category System" and "TIMSS video analysis". The results of this study will provide opportunities for a deeper understanding of ways to improve the quality of gifted instruction in mathematics and furthermore will increase the expertise of teachers in the realm of gifted education in mathematics.

• Journal of the Korean Society of Radiology
• /
• v.16 no.4
• /
• pp.491-497
• /
• 2022

In this study, we tried to secure basic data to create an environment necessary for distance learning through a survey on professor demand. Among the 184 full-time faculty members of the university, 73 (39.89%) respondents in 2021 and 87 (47.28%) in 2022 were included. As a result of the research on professor demand, in the 2021 school year, 27 people (37%) were classified as LMS improvement items when checking attendance, 38 people (23.3%) were pin-mics as content development support items, and 26 people (35.6%), 33 people (45.2%) of GOM Mix and 25 people (34.2%) of the distance education support center wanted to learn video editing program as the item of video editing program they are currently using. In the 2022 school year, 27 people (31.03%) said mobile upgrade as an LMS improvement item, 52 people (59.8%) of pin-microphone as a content development support item, 33 people (37.9%), but currently using the content creation intention using a studio. As for the video editing program they are working on, 47 people (54%) of GOM Mix Pro and 23 people (26.4%) of the distance education support center want to learn content creation method. In addition, the intention to produce content using the studio for the 2021 and 2022 academic year and the desired educational topic of the distance education support center in the future appeared insignificant (p > 0.05). In this distance education support center, we are working to solve the class of LMS attendance, upgrade mobile, and plan to distribute pin microphones. We are planning to increase the usability of the studio and provide training on how to use video editing programs and how to create video content. In order for a smooth class to take place in a university distance class, the university authorities should seek ways to support the instructor so that he/she does not have difficulties in performing his/her role as a teaching designer, such as setting learning goals, organizing and organizing content, motivating learning, and establishing effective class participation plans. there is a need

• Journal of the Korean Chemical Society
• /
• v.62 no.2
• /
• pp.124-136
• /
• 2018

In this study, we applied the flipped-classroom to the general chemistry experiment lecture of the domestic university with strong teacher-led, and explored the effects and possibilities of the course. For this purpose, 30 students who were enrolled in the Science Education Department of the College of Education in the metropolitan area were randomly assigned to two groups, namely, the flipped-classroom group and the traditional class group. Then, we developed a general chemistry experiment lessons based on the flipped-classroom along with visual materials and we applied the lessons for 15 weeks. After all the classes, we conducted a survey to see the students' perception of the general chemistry experiment lecture by flipped classroom. As a result of analysis, the students of the flipped-classroom group were more positive than the students of the traditional class group in terms of the usefulness of the class activity, the importance of each activity element for the successful learning, the learning level, and the intention for another lesson. As a result of analyzing students' perceptions in terms of general chemical experiment activities such as conducting experiments or writing reports and understanding the contents of experiments, the average score of the flippedclassroom group was higher than the traditional class group, and the main cause of this result was the video material provided by prior learning activities. In addition, as a result of analyzing students' perceptions in terms of interactions and self-directed learning in class, the average score of the flipped-classroom group was generally higher than the traditional class group. In particular, students' interactions and self-directed learning were statistically significant differences between the two groups. And the students' perception of video material was very positive, and it was analyzed that the video that the instructor directly explained experiment theory and method was the most favorite videos of students. We discussed educational implications of these findings.

• Journal of The Korean Association For Science Education
• /
• v.25 no.1
• /
• pp.26-40
• /
• 2005

Based on the Vygotskian perspective that a learner's thinking is constituted in his or her talk and the assumption that student talk in the classroom may occur in more than one way, this study examined discursive practices of students in Korean high school science classrooms. Data came from $11^{th}$ grade earth science classrooms where the Group Investigation (GI) method was implemented. Data source included verbatim transcripts developed from video recordings of class sessions in which students presented their science projects to the whole class and exchanged questions and answers during the presentations. The analysis of the videotape transcripts revealed five different modes of student talk, including 1) retrieving information, 2) reformulating information, 3) building on one's own experience, 4) elaborating current understanding, and 5) negotiating meanings with others. Considering that each of the five modes had different value for learning science, it was recommended that the teacher should engage students in more active modes of discourse and guide them into more sophisticated understanding of science.

• Journal of Korean Neurosurgical Society
• /
• v.39 no.2
• /
• pp.114-119
• /
• 2006

Objective : The authors investigate appropriate evaluation and surgical methods in treatment of the cerebral paragonimiasis accompanying epilepsy. Methods : Thirteen patients with the cerebral paragonimiasis accompanying epilepsy were included for this study. Preoperative evaluation methods included history taking, skin and serologic tests for Paragonimus westermani, neurologic examinations, computerized tomography, magnetic resonance imaging, amytal test, PET or SPECT, and video-EEG monitoring with depth and subdural grid electrodes. Seizure outcome was evaluated according to Engel's classification. Results : Surgical methods were temporal lobectomy including lesions in six, lesionectomy in five, and temporal lobectomy plus lesionectomy in two. Postoperative neurological complications were not noticed, and seizure outcomes were class I in 12 patients [92%], class II in one [8%]. Conclusion : In patients with a cerebral paragonimiasis accompanying epilepsy, further evaluation methods must be done to define the epileptogenic zone, and complete resection of the epileptogenic zone with different surgical methods should be performed for seizure control.

• Journal of Technologic Dentistry
• /
• v.8 no.1
• /
• pp.31-36
• /
• 1986

This treatise suggests the effective method for the dental laboratory technology teaching plan. It will present concrete practical steps for and audio-visual dental laboratory technology education approach. It will also help students to understand the dental laboratory theory and practice learned in the class and make use of it greatly in the field work. As follows: 1. Instructor should teach interestingly basic dental laboratory technology theory with illustrations and figures on the teaching method. 2. In practical traing class, instructor should teach every step, using audio-visual materials such as slides and video tapes/Instructor and his assist and should show an example to the students. 3. Instructor should make a standard and train the studtnes repeatedly until they come up to it. 4. Students should be skilled in every case through field work during their spare time and vacation. 5. Instructor should also teach job moral and manner to the students so that they can be adapted themselves to the social activities and be successful dental laboratory technician after graduation.

• The Journal of Korean Institute of Communications and Information Sciences
• /
• v.34 no.3B
• /
• pp.288-303
• /
• 2009

In the near future it is foreseen that a genuine multimedia service over the WiMAX system is provided in a worldwide manner by exploiting the QoS technologies introduced in the wireless and wired broadband network. In this work we propose a pricing scheme for the multimedia service over the generic WiMAX system that supports a full QoS functionality. We assume real-time services such as the voice and video as well as the nonreal-time service such as the conventional high-speed data, and we propose a pricing and charging scheme for those services by investigating the inherent characteristics of those services and the multiple-class of QoS-service provided to them. After that we propose a method to compute expected revenue that is obtained from the WiMAX system by using an analytic method to estimate the usage of the bandwidth resources for the different class of services. Via numerical experiment, we verify the implication of the work.

• International Journal of Contents
• /
• v.18 no.3
• /
• pp.58-65
• /
• 2022

This study proposed a soft skill integration activity for online EFL classrooms and investigated student responses. Toward this end, this study recruited 54 college students taking an English Presentation and Discussion class in South Korea. Participants were assigned into high and low-proficiency groups based on the Test of English for International Communication. This study employed questionnaire, class video recordings, and interview to obtain responses. Moreover, problem-based learning with challenge questions was applied to develop soft skills in online synchronous classes. Responses were examined in terms of whether a difference existed according to English proficiency. Major findings of this study were as follows. Regardless of proficiency levels, participants reported improvements in their IT and problem-solving skills and exhibited positive attitudes toward live online presentations via Zoom. However, this study observed significant differences in communication and teamwork skills, perceived learning, and confidence. Interviews with students with low English proficiency levels revealed that they were negatively affected by the lack of non-verbal cues, mechanical skills, and socialization time provided by online classes. Based on these results, pedagogical implications and directions for future studies are discussed.