• Communications of Mathematical Education
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• v.34 no.4
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• pp.421-437
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• 2020

Problem/Project based learning(PBL) is a student-centered teaching method in which students collaboratively solve problems and reflect their experiences. According to the results of PBL study and the experiences of the authors in PBL instruction, this paper introduced the necessities, output and significance of learning process PBL evaluation method and sums up our PBL evaluation process. The issue of appropriate and fair evaluation has been raised in untact (non-contact) university mathematics education due to the novel coronavirus (COVID-19) of the year 2020. To this end, when we had the course on for the summer semester held at S University in the summer of 2020. To ensure the fairness in evaluation and to improve the quality of our college math education, the PBL evaluation method was fully adapted. As a result, most of the students who took the lecture have learned a wide range of related knowledge without a single exception, and students agreed it is an ideal, fair, rational, and effective evaluation method applicable to other online courses in the era of untact education. This case was summarized in detail and introduced in this paper.

• Journal of Information Technology Applications and Management
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• v.13 no.4
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• pp.197-214
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• 2006

This study explores factors to facilitate web-based collaborative learning and the effect of learning, based on the PBL(Problem Based Learning) from the constructivist approach in e-learning. A research model, using the key variables such as situations, interactions, and systems, was developed. In order to test this proposed model, experimental design and post-survey was conducted to the learners who took on-line and off-line course with team project. In the research model, situation category was divided into instructor's support, unstructured problem, and self-directed learning. Interaction category was divided into three factors; 'interaction between learners', 'interaction between learner and instructor', and 'interaction between learner and technology'. System category was divided into.monitoring and incentives. As a result, it was found that collaborative learning can be improved by situations, interactions, and systems, and the effectiveness of learning can be improved by situations and interactions in PBL.

• Journal of The Korean Association of Information Education
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• v.16 no.4
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• pp.439-450
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• 2012

This paper explores effectiveness of integrating Problem-Based Learning with Web 2.0 technologies in Computer subject matter education for improving quality of lessons and adapting of social needs for pre-service teachers. Students have studied about computer subject matter for 4 times. The process of leaning have recorded by Web 2.0 tools that is one of the cloud services. Also the students have written reflection journals about experiences of PBL process and results. The PBL process and reflection journals have been analyzed by qualitative data analysis. Conclusions are drawn as to potential for the use of Web 2.0 tools for PBL in computer subject matter. The results of the analyses showed the following: 1) Increasing the understanding of the computer subject matter education, 2) enhancing students' competence in using ICT potentially, 3) cultivating teaching and learning strategies on Web 2.0 environment and 4) enhancing competence of future teaching activities through experiencing e-portfolio as a performance-assessment tool.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2006.07a
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• pp.63-67
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• 2006

• Communications of Mathematical Education
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• v.19 no.4 s.24
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• pp.769-785
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• 2005

The affirmative feature which web based learning and problem based learning in the self directed learning having on-line and off-line study it amalgamates in connection Blended Learning method and specially in mathematics subject as a service course. We introduce a model of BL lecture of Mathematics and tried to find a new way for the quality improvement of university education.

• Asia pacific journal of information systems
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• v.16 no.4
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• pp.179-202
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• 2006

The objective of this study is to identify the impacts of communication reinforcement on performance of learning in Web-PBL. Communication reinforcement is defined as the combination of information sharing and co-construction. As factors facilitating communication reinforcement, we propose learner's characteristics, task characteristics, and group characteristics. Learner's characteristics are collaboration-orientation, openness, holistic approach, and online community-orientation which reflects e-learning environment. Collaboration-oriented tasks as group projects were developed and given to groups with 5-6 members. The group characteristics are categorized into 'horizontal' and 'vertical', according to the patterns of communication between a group leader and members. To verify empirically the proposed research model, an experimental design was performed to learners who took on-line and off-line courses with group projects. We found important results as follows; First, field dependence has positive impacts on information sharing, and online community-orientation has positive impacts on co-construction. These results correspond with prior studies on relationship between field dependence and collaborative learning. Second, collaboration-oriented task directly impacts on information sharing, and indirectly affects co-construction, This result implicates that information sharing is pre-requisite of co-construction. Third, 'horizontal' was identified as a factor giving positive effects on information sharing and co-construction. This result implies that horizontal communication is very important to facilitate communication reinforcement.

• School Mathematics
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• v.15 no.1
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• pp.159-177
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• 2013

This study is a case study of STEAM education. We have developed teaching and learning materials, suggested teaching method, and analysed the result for exploring the potential and effect of STEAM. The content of this study is based on the history of mathematics. Science (S) is related to the 24 divisions of the year, the height of the sun, the movement of heavenly bodies. Technology (T) is related to the exploration with graphic calculators. Engineering (E) is related to design sundial and research on the design principles. Art (A) is related to literature review about mathematical history, the understanding of the value of the mathematics. Mathematics (M) is related to the trigonometric functions. We have considered that Project-Based Learning is proper teaching and learning for STEAM education, we have designed the STEAM PBL and analysed the results focused on the developing integrative knowledge, mathematical attitude including mathematical value, the competencies of 21 century. The result of this study is as follows. We find that STEAM education activates students' collaboration, communication skills and improves representation and critical thinking skills. Also STEAM education makes positive changes of students' mathematical attitudes including the values of the mathematics.

• Journal of Engineering Education Research
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• v.13 no.6
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• pp.14-23
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• 2010

Whether the engineering department of universities employs ideal usage of e-learning or not needs to be investigated as many engineering departments diversify the use of the e-learning elements for educational purpose. Applying the teaching and learning methods and characteristics would lead to better strategies which are applied to development of contents and deployment of the e-learning courses. This study examines the characteristics and approaches of the usage of e-learning elements used by some instructors who use multimedia contents in offline teaching and learning environment. The results of this study shows that the e-learning elements assist the face-to-face course and the interactions are manifested in the classroom rather than in online setting. Lecture, hands-on-practice, simulation, and PBL(Problem-based learning) are turned out to be the major teaching and learning methods. This study signifies the need for use of various teaching and learning methods by the instructors and provision of PBL environment.

• Journal of Korean Society for Atmospheric Environment
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• v.23 no.1
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• pp.97-109
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• 2007

Vertical distribution and optical properties of atmospheric aerosols above the Korean peninsula are quite important to estimate effects of aerosol on atmospheric environment and regional radiative forcing. For the first time in Korea, vertical microphysical properties of atmospheric aerosol obtained by inversion algorithm were analyzed based on optical data of multi-wavelength Raman lidar system developed by the Advanced Environmental Monitoring Research Center (ADEMRC), Gwangju Institute Science and Technology (GIST). Data collected on 14 June 2004 at Gwangju ($35.10^{\circ}N,\;126.53^{\circ}E$) and 27 May 2005 at Anmyeon island ($36.32^{\circ}N,\;126.19^{\circ}E$) were used as raw optical data for inversion algorithm. Siberian forest fire smoke and local originated haze were observed above and within the height of PBL, respectively on 14 June 2004 according to NOAA/Hysplit backstrajectory analysis. The inversion of lidar optical data resulted in particle effective radii around $0.31{\sim}0.33{\mu}m$, single scattering albedo between $0.964{\sim}0.977$ at 532 nm in PBL and effective radii of $0.27{\mu}m$ and single scattering albedo between $0.923{\sim}0.924$ above PBL. In the case on 27 May 2005, biomass burning from east China was a main source of aerosol plume. The inversion results of the data on 27 May 2005 were found to be particle effective radii between $0.23{\sim}0.24{\mu}m$, single scattering albedo around $0.924{\sim}0.929$ at 532 nm. Additionally, the inversion values were well matched with those of Sun/sky radiometer in measurement period.

• Proceedings of the KSRS Conference
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• 2007.10a
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• pp.298-301
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• 2007

Vertical distribution and optical properties of atmospheric aerosols above the Korean peninsula are quite important to estimate effects of aerosol on atmospheric environment and regional radiative forcing. For the first time in Korea, vertical microphysical properties of atmospheric aerosol obtained by inversion algorithm were analyzed based on optical data of multi-wavelength Raman lidar system developed by the Advanced Environmental Monitoring Research Center (ADEMRC), Gwangju Institute Science and Technology (GIST). Data collected on 14 June 2004 at Gwangju ($35.10^{\circ}N$, $126.53^{\circ}E$) and 27 May 2005 at Anmyeon island ($36.32^{\circ}N$, $126.19^{\circ}E$) were used as raw optical data for inversion algorithm. Siberian forest fire smoke and local originated haze were observed above and within the height of PBL, respectively on 14 June 2004 according to NOAA/Hysplit backstrajectory analysis. The inversion of lidar optical data resulted in particle effective radii around 0.32 ${\mu}m$, single scattering albedo between 0.97 at 532 nm in PBL and effective radii of 0.27 ${\mu}m$ and single scattering albedo of 0.92 above PBL. In the case on 27 May 2005, biomass burning from east China was a main source of aerosol plume. The inversion results of the data on 27 May 2005 were found to be particle effective radii between 0.24 ${\mu}m$, single scattering albedo around 0.91 at 532 nm. Additionally, the inversion values were well matched with those of Sun/sky radiometer in measurement period.