• Journal of the Korean School Mathematics Society
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• v.24 no.3
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• pp.309-324
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• 2021

From the past to the present, general mathematics classes have pursued changes in the educational environment. However, due to the actual college education conditions, general lecture classes are taking place. In this study, we wanted to find teaching and learning methods that would help students in general lecture classes. As a result, one group that took notes about class content and provided feedback on individual tasks was more effective in math achievement than the group that provided feedback on the same task. In addition, one group who took notes on class content and provided feedback on individual assignments was more effective in math achievement than the group who took notes on class content and provided feedback on the same task.

• Journal of Korean Academy of Medicine & Therapy Science
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• v.10 no.2
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• pp.21-30
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• 2018

Objective: The purpose of this study was to investigate questions and instructions for internal feedback effects on functional recovery and task performance while chronic stroke patients practised task-specific training. Method: Twenty-four chronic stroke patients were randomly divided into two groups; when patients performed same tasks, one was treated using questions and the other using instructions for internal feedback Both lasted 30 minutes, 5 times a week for 8 weeks. Outcome measures included Erasmus MC Modifications to the Nottingham Sensory Assessment (EmNSA), Measurement Properties of the Motor Evaluation Scale for Upper Extremity in Stroke patients (MESUPES), Chedoke Arm and Hand Activity Inventory (CAHAI), Korean version of Modified Barthel Index (K-MBI). Results: There were no significant differences between the two groups in EmNSA and K-MBI(p>.05). But, in MESUPES and CAHAI, there was significant difference between the two groups(p<.05). Conclusion: In this study, questions for internal feedback during task-specific training are more effective in improving upper extremity motor function and task performance than instructions for internal feedback.

• Educational Technology International
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• v.20 no.1
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• pp.57-81
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• 2019

This study aimed to investigate effects of peer feedback types and feedback acceptance levels on academic achievement in project-based learning. The participants were 70 middle-school students taking an English course. They were divided into corrective and suggestive feedback groups. These participants were asked to create user-created content (UCC) as an individual task and provide peer feedback on a peer's UCC in the same type of feedback group. Results showed that there were significant differences in academic achievement according to peer feedback types (corrective vs. suggestive) and feedback acceptance levels (high vs. low). In particular, the suggestive peer feedback group had higher academic achievement than the corrective peer feedback group. Moreover, the group with a high level of feedback acceptance gained higher academic achievement than the group with a low level of feedback acceptance. Moreover, there was an interaction effect between peer feedback types and feedback acceptance on academic achievement. These results indicate that peer feedback types and feedback acceptance should be considered for effective peer feedback activity. These findings provide practical implications for the design and implementation of peer feedback activity in project-based learning.

• Journal of Advanced Marine Engineering and Technology
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• v.33 no.6
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• pp.932-938
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• 2009

As a stringing troy wire is installed by manual operation, it is necessary to scheme the automatic system for stringing troy wire. To accomplish a task of this kind, in this paper an approach to designing controllers for the hybrid Position/Tension control of a stringing troy wire is presented. Position control system is designed based on equation of dc motor and motion equation of robot, it is controlled by feedback with a detected speed dc motor. Tension control system is designed based on equation of ac servomotor for generating torque and dynamic equation of a troy wire, it is controled by feedback with a detected tension. The control parameters is determined by simulation in independence operation of each system. To suppress a mutual interference that the disturbance occur in operating of two task at same time. Dynamic hybrid control is proposed by feed forward compensator with a disturbance accelerator and a step torque at start. The operation of proposed system is simulated and experimented, results is verified the utilities.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.25 no.2
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• pp.146-154
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• 2018

Purpose: In this study, effects of positive, negative, and mixed verbal feedback were examined for accuracy of self-assessment, emotional responses, self-efficacy, and perceived quality of feedback in skill performance assessment. Methods: Participants were a convenience sample of 104 second-year nursing students who had completed their fundamentals of nursing class. Participants were assigned randomly to a positive, a negative or a mixed feedback group. All participants completed the performance measure and then received the assigned the type of feedback from an evaluator. After delivery of feedback, they assessed their own performance using the same sheet as the evaluator and completed the survey for emotional response, self-efficacy for learning, and quality of feedback. Results: There were no significant differences in accuracy of self-assessment and perceived quality of feedback among the three groups ($x^2=4.74$, p=.094; $x^2=3.30$, p=.192, respectively). The negative feedback group had significantly lower self-efficacy and positive emotions and more negative emotions than the other two groups (F=9.43, p=.009; $x^2=16.29$, p<.001; $x^2=5.69$, p=.005, respectively). Conclusion: Negative feedback can affect emotions and motivations for learning in nursing students and may interfere with the effectiveness of feedback, so instructors should pay more attention when providing negative feedback. Mixed feedback with an effect similar to positive feedback could be an alternative.

• Journal of the Korean Society of Physical Medicine
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• v.17 no.1
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• pp.85-92
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• 2022

PURPOSE: This study aimed to analyze the effects of task exercise on an unstable surface on the involuntary arm and leg movement and balance in stroke patients. METHODS: 20 stroke patients were clinically sampled and randomly assigned to two groups of 10 patients each. Experimental group I received task exercise intervention on an unstable surface and experimental group II received task exercise intervention. The interventions were carried out 3 times a week for 4 weeks (30 minutes per session). The global synkinesis (GS) and Berg Balance Scale (BBS) of the patients were evaluated as pre-tests prior to intervention, and then the post-tests were re-measured in the same manner as the pre-tests after a 4-week intervention period. RESULTS: In the experimental group I, there were statistically significant differences in the changes in the arm and leg GS (p < .01) and in the BBS (p < .05). On the other hand, in the experimental group II, there were statistically significant differences in the changes only in the arm GS (p < .01) and in the BBS (p < .05). Also, in the comparison of the changes between the two groups, there was a statistically significant difference in the changes in the leg GS only (p < .05). CONCLUSION: In the experimental group I, the arm and leg GS were statistically significantly reduced, but the balance ability was statistically significantly improved. The reason was that in the experimental group I, similar movements of the paralyzed arm were promoted due to the double-task exercise on the unstable surface, and sensory feedback and posture strategies were well utilized in the legs, which was found to be effective in reducing the GS and improving the balance ability. Therefore, based on these results, the double-task exercise on an unstable surface should be fully utilized for the rapid rehabilitation of stroke patients.

• Journal of Korean language education
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• v.25 no.1
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• pp.203-234
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• 2014

This paper demonstrates how to incorporate the teaching of communication strategies into a large class of English-speaking learners of the Korean language. The method proposed here was developed to overcome the difficulty of conducting language activities involving communicative interactions amongst students and also between teacher and students in a large classroom. As a way of compensating the minimal opportunities for interactions in the classroom, students are given the task of expressing in Korean the English translations of authentic Korean comics via Twitter, which was later replaced with the feedback feature on Moodle, and then their Korean expressions are collected and projected onto a big screen. These collected expressions by students naturally differ from one another, helping students to realize that it is possible for them to express the same message or meaning in many different ways. The results of two separately conducted questionnaires show that this method is an effective way of providing students with significantly increased chances of producing 'comprehensible output' that requires them to think of how to communicate with their limited knowledge of the Korean language. Many students also commented that the teachers' feedback on errors provides them with the opportunity to learn about common errors as well as their own errors.

• Journal of the Korean Society for Precision Engineering
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• v.21 no.1
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• pp.101-108
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• 2004

An electro-hydraulic manipulator using hydraulic actuators has many nonlinear elements, and its parameter fluctuations are greater than those of an electrically driven manipulator. So it is relatively difficult to obtain stable control performance. In this report, we applied disturbance estimation and compensation type robust control to all axes in a 3-link electro-hydraulic manipulator. From the results of experiment, it was confirmed that the performance of trajectory tracking and attitude regulating is greatly improved by the disturbance observer, which model is the same for each axis. On the other hand, for the autonomous assembly tasks, it is said that compliance control is one of the most available methods. Therefore we proposed compliance control which is based on the position control by disturbance observer for our manipulator system. To realize more stable contact work, the states in the compliance loop are feedback, where not only displacement but also velocity and acceleration are considered. And we applied this compliance control to Peg-in-Hole insertion task and analyzed mechanical relation between peg and hole. Also we proposed new method of shifting the position of end-effector periodically for the purpose of smooth insertion. As a result of using this method, it is experimentally confirmed that Peg-in-Hole insertion task with a clearance of 0.05［mm］can be achieved.

• ETRI Journal
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• v.46 no.1
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• pp.82-95
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• 2024

As automated essay scoring (AES) has progressed from handcrafted techniques to deep learning, holistic scoring capabilities have merged. However, specific trait assessment remains a challenge because of the limited depth of earlier methods in modeling dual assessments for holistic and multi-trait tasks. To overcome this challenge, we explore providing comprehensive feedback while modeling the interconnections between holistic and trait representations. We introduce the DualBERT-Trans-CNN model, which combines transformer-based representations with a novel dual-scale bidirectional encoder representations from transformers (BERT) encoding approach at the document-level. By explicitly leveraging multi-trait representations in a multi-task learning (MTL) framework, our DualBERT-Trans-CNN emphasizes the interrelation between holistic and trait-based score predictions, aiming for improved accuracy. For validation, we conducted extensive tests on the ASAP++ and TOEFL11 datasets. Against models of the same MTL setting, ours showed a 2.0% increase in its holistic score. Additionally, compared with single-task learning (STL) models, ours demonstrated a 3.6% enhancement in average multi-trait performance on the ASAP++ dataset.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.69-92
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• 2024

This study analyzed students' mathematical noticing in high school sequence classes based on students' two perceptions of sequence. Specifically, mathematical noticing was analyzed in four aspects: center of focus, focusing interaction, task features, and nature of mathematics activities, and the following results were obtained. First of all, the change pattern of central of focus could not be uniquely described by any one component among 'focusing interaction', 'task features', and 'the nature of mathematical activities'. Next, the interactions between the components of mathematical noticing were identified, and the teacher's individual feedback during small group activities influenced the formation of the center of focus. Finally, students showed two different modes of reasoning even within the same classroom, that is, focusing interaction, task features, and nature of mathematics activities that resulted in the same focus. It is hoped that this study will serve as a catalyst for more active research on students' understanding of sequence.