• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.14-25
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• 2021

The purpose of this study is to explore what are the interactive factors of synchronous online education in university and identify the level of interaction. This study used mixed research method. As a result of the interaction level, it was recognized that face-to-face education could be more interactive than synchronous online education. Synchronous online education could have better interactive between instructor and learner, and among learners than asynchronous online education. Factors which influencing the interaction were as follows: small group activities and scaffolding, diversification of communication channels and integration of learner's question in learning content. Detrimental elements were distance felt between instructor and learners, low intimacy among learners, content-focused lecture, restrictions on non-verbal communication, unstable systems and misusing microphones. The necessary factors to promote interaction are planning interactive class activities, etc. Based on the results, it was to suggest what kinds of efforts are needed to make interaction more effective in terms of teaching and learning method & activity, tool & system, and environment.

• Journal of the Korean Chemical Society
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• v.51 no.4
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• pp.375-386
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• 2007

The purpose of this study is to investigate the aspects of verbal interactions of teacher?small group students by categorizing those interactions which affect students' thinking thus to improve teacher's interaction. First, verbal interactions of teacher-small group students were divided into two categories ?Behaviors related to problem-solving, and Others. Behaviors related to problem-solving were also classified into two elements?Receiving opinion based on the students' thinking process, and Giving help based on the teacher's thinking process. Receiving opinion consists of agreement, question, correction, objection while giving help consists of information, hint, question, summary, and ask & answer. Most of teacher-small group students' interactions were in the form of teacher's questions and students' answers, and teacher's questions tended to require simple answers rather than answers from deep thought. In addition, there was a tendency that the teacher focused more on her own thinking process than students' and that she interacted with only a couple of students who gave correct answers. As a result, even after teacher's scaffolding, many students were often unable to understand the particular contents. However, through the interactions, the teacher made students to have confidence by restating their opinions and agreeing or praising them. She also created an atmosphere where students can give their opinions freely. From the observation of interactions, we can find that students' thinking process is affected by the characteristics of teacher's interactions such as expression of agreement and encouragement, hint giving rise to thought, interactions based on the students' thinking process, permission of students' activities and questions, allowing time for students' thought, and correction of wrong opinions. At this point, educational implications of teacher-small group students' interactions were drawn.

• 제어로봇시스템학회:학술대회논문집
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• 2001.10a
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• pp.168.4-168
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• 2001

A great many species of fish congregate in schools, reducing the risk of being eaten by predators and giving one of the considerable survival advantages for fishes. Such a fish school is self-organized only due to individual behaviors for matching the speed and direction with the neighboring fishes. It is interesting to simulate these fish school by small robots, because we can understand how the group structure emerges from the interaction among neighboring individuals. We use a nice simulator for Khepera robot presented by Oliver Michel. It is shown that the Khepera simulator is easily applied to fish school due to the algorithm introduced by I Aoki. The simulator includes sensor noise so appropriately that the simulator can be transferred easily to the real environment. The results of simulation are given as follows: (1) The stability as a group is shown by plotting mean deviations from the center of group ...

• Bulletin of the Korean Chemical Society
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• v.16 no.9
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• pp.850-858
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• 1995

Golden-rule like formulas have been used without theoretical basis to calculate the resonance lifetimes and final state distributions in the predissociation of van der Waals molecules. Here we present their theoretical basis by extending Fano's configuration interaction theory. Such extensions were independently done by Farnonux [Phys. Rev. 1985, 25, 287] but his work, unfortunately, was not well known outside some small group of people in the field of Auger spectroscopy. Since my extension is easier to understand than his, it is presented here. Theoretical basis of Golden rule like formulas used in the predissociation of van der Waals molecules was obtained by using such extensions. Factors responsible for several aspects of predissociation dynamics, such as variations of dynamics as functions of resonance lifetimes, or variations in shapes of final quantum state distributions of photofragments around resonances, were identified. Parameters, or dynamical information that could be obtained from the measurement of partial cross section spectra were accordingly determined. The theory was applied to the vibrational predissociation of triatomic van der Waals molecules and its result was compared with those calculated by close-coupling method. An example where Golden-rule like expression fails and branching ratios vary greatly around a resonance was considered.

• Bulletin of the Korean Chemical Society
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• v.9 no.3
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• pp.133-135
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• 1988

Kinetics and mechanism of the nucleophilic substitution reactions of phenacyl bromides with anilines in methanol-acetonitrile mixtures at $45.0^{\circ}C$ are reported. The reaction is found to proceed via $S_N2$ process, but the magnitudes of cross interaction constants, ${\rho}_{XY}$, between substituents X in the nucleophile and Y in substrate were unusually small, even after allowing for the fall off due to non-conjugative intervening -CO group in the reactant. As in the other phenacyl derivatives, the resonance shunt phenomenon was invoked to explain the remarkable diminuation of the $|{\rho}_{XY}|$ values.

• Bulletin of the Korean Space Science Society
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• 2004.10b
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• pp.328-331
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• 2004

Shock wave boundary layer interactions can make flows around a vehicle be very high pressure and temperature due to pass shock waves in small areas of the hypersonic vehicle. These phenomena can affect a critical problem in the design of hypersonic vehicles. To research the effect of shock wave boundary layer interactions, comer flows were studied in this paper using numerical studies with the NSMB (Navier-Stokes Multi Block) solver and then comparing corresponding numerical results with experimental data of the Huston High Speed Flow Field Workshop II. The mach number of flows is 12.3 in comer flows. The comparison with the computational result is presented based on diverse numerical schemes. Good agreement is obtained.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.405-423
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• 1998

This study aims to reflect the origin and the meaning of open education and to derive pedagogical principles for open mathematics education. Open education originates from Socrates who was the founder of discovery learning and has been developed by Locke, Rousseau, Froebel, Montessori, Dewey, Piaget, and so on. Thus open education is based on Humanism and Piaget's psychology. The aim of open education consists in developing potentials of children. The characteristics of open education can be summarized as follows: open curriculum, individualized instruction, diverse group organization and various instruction models, rich educational environment, and cooperative interaction based on open human relations. After considering the aims and the characteristics of open education, this study tries to suggest the aims and the directions for open mathematics education according to the philosophy of open education. The aim of open mathematics education is to develop mathematical potentials of children and to foster their mathematical appreciative view. In order to realize the aim, this study suggests five pedagogical principles. Firstly, the mathematical knowledge of children should be integrated by structurizing. Secondly, exploration activities for all kinds of real and concrete situations should be starting points of mathematics learning for the children. Thirdly, open-ended problem approach can facilitate children's diverse ways of thinking. Fourthly, the mathematics educators should emphasize the social interaction through small-group cooperation. Finally, rich educational environment should be provided by offering concrete and diverse material. In order to make open mathematics education effective, some considerations are required in terms of open mathematics curriculum, integrated construction of textbooks, autonomy of teachers and inquiry into children's mathematical capability.

• Proceedings of the Korean Institute of Interior Design Conference
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• 2007.05a
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• pp.125-130
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• 2007

Recently, the paradigms of residential planing are changing by digitalization, diversity and globalization. Since the infortance of residential living behavior and lifestyle have been recognizing, house can be perceived as a lifestyle engineering product which realizes lifestyle in a concrete way. The purpose of this research scrutinizes lifestyles through resident's value and preference of everyday living behavior in the residential, special contact. This research was conducted through the small group workshop to housewives divided into three groups such as the age 30-40s, 45-55s, 60-70s group. The workshop consisted of three stages, such as the awareness of family and home, the satisfaction of residential space, the value and preference of everyday living behavior. This study shows that Lifestyle characterize by ages, differences of living pattern and individual traits. The 30-40s' housewives relate to foster of a preschool child and it makes load of household. their characteristic is the preference of rest as releasing stresses. The 44-55s' housewives have self-oriented traits. they pursue own space and interaction with others. The 60-70s' housewives require natural interaction with family more than private space and an open view.

• Bulletin of the Korean Chemical Society
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• v.26 no.5
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• pp.776-780
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• 2005

The kinetic studies of the reactions of $\alpha$-chloroacetanilides $(YC_6H_4NRC(=O)CH_2Cl;\;R=H\;(4)\;and\;CH_3$ (5)) with pyridines have been carried out in dimethyl sulfoxide at 95 ${^{\circ}C}$. The pyridinolysis rates are faster with 4 than with 5 whereas the aminolysis rates with benzylamines are faster with 5 than with 4. The Brønsted ${\beta}_X$ values are in the range from 0.30 to 0.32 and the cross-interaction constants, $\rho_{XY}$, are small negative values; $\rho_{XY}$ = -0.06 and -0.10 for 4 and 5, respectively. Based on these and other results, the pyridinolyses of $\alpha$-chloroacetanilides are proposed to proceed via a stepwise mechanism with rate-limiting addition of the nucleophile to the carbonyl group to form zwitterionic tetrahedral intermediate ($T^{\pm}$) followed by a bridged type transition state to expel the leaving group.

• Journal of the Korean Chemical Society
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• v.47 no.1
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• pp.72-78
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• 2003

In this study, the effects of grouping by extraversion and introversion in POE learning applied to elementary science class on students' achievement, the perception of learning environment and the attitude toward science instruction were investigated. Ninety-five 5th graders were assigned to the control group and the experimental groups, and taught about acid and base for 9 class hours. In the experimental groups, the homogeneous small group was composed of four introverts or four extroverts, and the heterogeneous small group was composed of two introverts and two extroverts. Two-way ANCOVA results revealed that the homogeneous group performed better than the control group in the application subtest of the achievement test. Significant difference in learning difficulty was found between the heterogeneous group and the control group. In the attitude toward science class, significant interaction effect was found between the instruction and the extraversion/introversion.