• Phonetics and Speech Sciences
• /
• v.1 no.3
• /
• pp.73-85
• /
• 2009

This paper introduces the technique of synthesizing and evaluating human utterances with exaggerated or atypical prosody. Prosody exaggeration can be implemented by manipulating either the fundamental frequency (F0) contour, the segmental durations, or the intensity contour of an utterance. Of these three prosodic elements, two or more can be exaggerated at the same time. The algorithms of synthesis and evaluation were suggested. Learner utterances exaggerated in each of the three prosodic features were evaluated with respect to their original native versions in terms of the differences in their F0 contours, the segmental durations, and the intensity contours. The measure of differences was the Euclidean distance metric between the matching points in their F0 and intensity contours. The measure was calculated after the exaggerated learner utterances were aligned by the segments and rendered identical to their native version in terms of their segmental durations. For the evaluation of the segmental durations, no prior modifications were made in durations and the same measure was used. The results from the pilot experiment suggest the viability of this measure in the evaluation of learner utterances with atypical prosody with respect to their native versions.

• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.22 no.4
• /
• pp.195-201
• /
• 2022

For a efficient distance education environment, the need for correct problem recommendation guides considering the learner's exact learning pattern is increasing. In this paper, we study block chain based smart contract technology to suggest a method for presenting the optimal problem recommendation path for individual learners based on the data given by situational weights to the problem patterns of learners collected in the distance education environment. For the performance evaluation of this study, the learning satisfaction with the existing similar learning environment, the usefulness of the problem recommendation guide, and the learner data processing speed were analyzed. Through this study, it was confirmed that the learning satisfaction improved by more than 15% and the learning data processing speed was improved by more than 20% compared to the existing learning environment.

• The Journal of the Korea Contents Association
• /
• v.9 no.2
• /
• pp.462-470
• /
• 2009

As the learning space has expanded, the distance education has become a recent scholarship in teaching-learning method, and also a great type of media, technologies and strategies to support distance education are attracting a fair amount of attention. However in order to manage a distance education system, it is necessary to be endowed user with technical ability and operational expenses. On the other hand, although a web-based system that makes simple may cut cost, it is difficult to analyze learner's behaviors. Therefore, in this paper, we developed a interactive distance system based on individualized questioning, which relies upon learner's knowledge state and applies a efficient individualized learning method. Additionally, this study is instrument to reduce users' technical ability and operational expenses.

• The Transactions of the Korea Information Processing Society
• /
• v.6 no.11
• /
• pp.2989-3000
• /
• 1999

Until now, most Intelligent Tutoring Systems are lacking in the modularity, the extensibility of the system, and the flexibility in the dynamic environment due to the static exchanges of knowledge among modules. To overcome these flexibility in the dynamic due to the static exchanges of knowledge among modules. To overcome these problems, we will suggest, in this paper, a Distance Intelligent Tutoring Framework, called DELFOM, based on the multiagent to cope with the various and complicated learner's requests. We could make different types of learning systems by simply changing the contents of DELFOM External that is variant part of DELFOM. This framework, therefore, provides software reuse and the extensibility based on object-oriented paradigm. And we will propose two different distance learning systems using DELFOM. Therefore this framework gives the developer/the learner the effective and easy development/learning environment. DELFOM is implemented using CORBA and Java for the network transparency and platform independence.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.5
• /
• pp.31-39
• /
• 2006

The change into the knowledge based information society requires a transformation of educational paradigm. Accordingly, intelligent learning and distance education are attracting a fair amount of attention. To apply the instructional learning method in this field, we need to consider a individualization of learning, as it were, abstraction of fact and path through learning, which is based on learner's traits, this focus entails a argument for individualized reasoning strategy. Therefore, in this paper, we design a learner's cognitive union, which is based on X-Neuronet(eXtended Neuronet), represent learner's hierarchical knowledge is able to self-learn, and grows adaptive union by proprietor. Additionally, we propose a individualized reasoning strategy, which relies upon learner's cognitive union, and verify the validity.

• Journal of Korea Society of Digital Industry and Information Management
• /
• v.5 no.1
• /
• pp.127-139
• /
• 2009

Recently a rapid development of Information Technology including Internet have brought new way of education such as Distance education, Cyber University, Home Schooling and so on. This change of education have also brought about the change of a tool and medium for education. It is a using multimedia contents in education. Using the multimedia learning contents on line education is considered as one of new way of education and expected to bring learner's better performance. Therefore, it's necessary to research online education contents and its design. In this paper, we discussed how the multimedia contents should be designed to help to reinforce what the learner have learned and researched a critical factor of online contents to effect on learner's better performance.

• Journal of Information Technology Applications and Management
• /
• v.14 no.2
• /
• pp.27-47
• /
• 2007

In an effort to apply IT to practices of learning, universities are trying to implement e-Learning systems and expanding the extent of their usage. Nowadays, e-Learning systems are not only used for conducting web-based distance learning, but also used for supporting traditional classes education by encouraging communication and information sharing between instructors and learners or among the learners. There is relatively lack of studies on the exploitation of e-Learning systems in the traditional classes, in comparison with a distance education. Specifically, howe-Learning systems could support the traditional class and/or which benefits e-Learning systems could offer in the classes are among the important issues. In this study, we suggest that e-Learning systems would be the rich media to communicate and exchange information among people who participate in a class. We derive key variables like media richness and media experience from Media Richness Theory and from Channel Expansion Theory. Moreover, Media usefulness and Satisfaction of a learner with e-Learning system is drawn from the literature on IS success. We examine the effects of perceived media richness, media usefulness, and media experience on leaner's satisfaction with e-Learning systems. In addition, we also investigate learner's media usefulness perception which is positively related to media richness and media experience. Finally, learner's experience with e-Learning systems affects perceived media richness. Based on the results of an empirical test. we first suggest that perceived media richness with e-Learning systems contributes to increase media usefulness and satisfaction of a learner. Second, media experience is an important predictor of media richness and media usefulness perception. Consequently, the result can support Channel Expansion Theory. Finally, media usefulness perception affects learner's satisfaction with e-Learning systems.

• Journal of Digital Convergence
• /
• v.20 no.1
• /
• pp.25-32
• /
• 2022

The purpose of this study was conducted to develop adult distance literacy education program and verify its effects. The program was developed through the examination on factors affecting online literacy education and necessary analysis and feedback. Pre- and post-tests analyzing the effects of distance literacy education measuring academic understanding factor, learner satisfaction and satisfactory levels on the academic were administered to 49 adult literacy learners before and after a distance literacy education course. Also, this paper try to explore learners who participated in distance literacy education experience, change and that meaning. The results of the content analysis on the program are summarized as follows. First, there were statistically significant differences regarding academic understanding factor, learner satisfaction and perceived learning outcome satisfaction variables since distance literacy education program which is based on ARCS model start. In addition, learners were satisfied with replaying the learning videos several times, and the improved ability to use smart devices. But they expressed regrets about not being able to go to school and the difficulty of using the devices. It means that distance literacy education based on the ARCS model draw a positive learning conclusion. On the basis of these results, suggestions for further research were discussed.

• The Journal of Information Systems
• /
• v.11 no.1
• /
• pp.51-74
• /
• 2002

The purpose of this study is to empirically investigate critical success factors for effective implementation of web-based distance learning system. First of all, four critical success factors are theoretically derived from reviewing previous research. They are: (1) learner-related factor including the variables such as teaming ability, learning attitude, and attending motivation, (2) environmental factor including the variables of physical and mental support for learners, (3) instructional design factor represented by one variable, the degree of appropriateness of learning contents, and (4) the factor concerning the level of self-directed learning readiness embracing the variables such as curiosity for learning, openness towards challenge of learning and affection for learning. Subsequently, the relationships between these four critical success factors and the degree of learning satisfaction are empirically investigated. The data for empirical analysis of the research are collected from 1,020 respondents who have already passed the web-based distance learning courses which have been implemented in Information and Communication Officials Training Institute. Out of 1,020 responded questionnaires, 875 data were available for statistical analyses. The main results of this study are as follows. Firstly, the most important factor for successful implementation of the web-based distance learning system is shown to be the instructional design factor, and in the next place, the self-directed learning readiness factor, the environmental factor and the learner-related one in sequence. Secondly, additional analysis of the variables included in the instructional design factor shows that availability of practical information and knowledge is the most influencing variable, and next, interesting composition of contents, reasonable learning amount, optimal level of instruction, and understandable explanation are significantly important in the descending order. Lastly, among learning motivators, strong intention of acquiring business knowledges and skills is found to be the most important satisfier in the web-based distance learning. The theoretical contribution of this study is to derive a comprehensive model of critical success factors for implementing the web-based distance learning system. And, the practical implication of this study is to propose efficient and effective guidelines for developing and operating the web-based distance learning system in the various kinds of organizations.

• Journal of the Korean Society of Earth Science Education
• /
• v.13 no.2
• /
• pp.175-185
• /
• 2020

The purpose of this study is to investigate the usages and problems of distance science learning and learner behavior analysis. This study established an Sixteen-weeks period of experimental treatment from March to June 2020, and the students who participated in the study formed a research group of 128 students in 2nd grade of their advanced classes who are attending the second semester of B university of education and taking courses in 'teaching research 1'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. The results of the study were as follows. First, The students who took science learning remotely liked using the university's LMS system. Second, it was not efficient for the faculty member's scientific data presentation to operate smoothly in the online system. Third, it is necessary to set various educational platforms as a standardized platform. Looking at the pros and cons of various platforms may vary depending on the suitability of education, but if the LMS system, which is a professional teaching support method, is upgraded to meet the needs of learners, the satisfaction of higher instructors and learners will be higher.