• Journal of Information Technology Applications and Management
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• v.28 no.1
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• pp.53-61
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• 2021

The year 2020 was a time when the coronavirus infections-19 (COVID-19) caused various changes in society. In particular, the fields that have been conducted face-to-face have been greatly confused by the transition to an online non-face-to-face method, and this is the case with the field of education. There are two main advantages of offline education. The first is that we can improve our understanding through communication with teachers, and the second is that we can develop social skills through interaction with friends. But as online classes progressed due to corona 19, interaction could not be achieved. As a result, the motivation for learning has been reduced due to difficulties in real-time feedback, and the participation rate has been significantly lowered, especially in lower grades, raising concerns about the learning gap that will occur after corona 19. However, there are some cases in which online classes were conducted as effectively as offline classes by utilizing various contents. What they have in common is the use of content. Teachers generally improved the quality of education by linking interesting sights and videos that enhance learning comprehension. The provided video conveys learning-related content into stories, enabling intuitive observation. Many students were already enjoying these videos through VOD (Video on Demand) such as TV and YouTube, they were able to connect their easy access to content and interest in learning. Appropriate use of video content has rather increased the learning effect and should continue after corona 19. Therefore, it is necessary to study methodologies that apply video content efficiently to education. This study looked at the steps that needed content application through the development of education programs, and observed its meaning. Students were curious about the content, motivated to learn and participated in learning on their own. Intuitive learning, conducted through appreciation, play and content production, provided an opportunity to learn on their own in everyday life.

• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.77-81
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• 2020

Recently we have lots of Youtube contents and their influence. But Just a few Studies have announced Youtube content's effect. The purpose of this paper is to see if ASMR content, which is popular through Youtube recently, helps teenagers stabilize their minds and improve their learning abilities. To that end, a survey of teenagers found that ASMR content is very familiar to teenagers, and that 66.7 percent of teenagers use ASMR content for sleep and learning. About the change before and after watching, half of the respondents said they felt a positive difference in learning and psychological stability. As a result, ASMR is a significant content for teenagers with a specific purpose. Therefore, policies such as 'after-school' in terms of school education are proposed as alternatives rather than unilateral measures such as banning ASMR content to teenagers.

• The KIPS Transactions:PartA
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• v.11A no.2
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• pp.207-212
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• 2004

In this paper, based on SCORM Sequencing Model, we propose the learning content structure which has structure informations of learning object and decision rules how to transfer learning object to learner. It is intended to provide the technical means for learning content objects to be easily shared and reused across multiple learning delivery environment. We develop the generation tool of learning object sequencing, for processing the learning with variable teaching methodologies. The teaming objects also are automatically packaged the PIE(Package Interchange File) to transmit with SCORM RTE(Run-Time Environment) and attached SCO(Sharable Content Object) function for tracking learner information.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.67-76
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• 2011

In this paper, a touch interface of a smart device using, learner controlled by three-dimensional learning content for more realistic learning environment will be constructed. Fabrication of three-dimensional learning content is difficult. So teachers and learners to create content and share content, a framework was designed. The framework consists of an XML language and intuitive. Android-based devices are available from the playback and authoring. Server environment for content sharing was established. The proposed framework is verified through expert evaluation. In result, it was positively evaluated in terms of usability.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.304-315
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• 2022

The effect on learning satisfaction was compared and analyzed according to the interaction of learners in non-face-to-face classes. 38 students enrolled in the Department of Chemistry Education at G University in Gyeongnam were selected for the study. As a result of analyzing the change in learning satisfaction according to learners' interactions, positive correlations between them were shown in non-face-to-face classes. The type of classes mainly consisted of non-face-to-face real-time classes, and despite the non-face-to-face classes environment, learners focused on classes and put a lot of effort to strengthen learning. Among learners' interactions, the effect of learner-content interaction on learning satisfaction was relatively the highest, while the effect of learner-learner interaction and learner-instructor interaction on learning satisfaction was low. It was found that learners' teaching-learning in non-face-to-face classes relied heavily on learning content, and interactions with fellow learners and instructors were very limited.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.407-418
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• 2006

The purpose of this study was to survey the problem of teachers' narrative reporting of children's science learning in elementary school report cards. For the purposes of this study, a questionnaire, comprised of 6 questions and an analysis tool (Cronbach's $\alpha=.70$) were developed to categorize the answers. The survey was conducted by 53 teachers, who are currently taking 5th ade in elementary school, and the results are as follows: First, they interpreted the same content of report cards in a variety of different ways. Second, they exhibited a number of different principles and criteria in terms of preparing the content of narrative report cards. Third, they experienced difficulties in preparing narrative report cards on science teaming which required explanation of complete processes. Fourth, most teachers surveyed answered that the content of their narrative reports on science learning did not communicate specifically the students' achievement and further studies. Fifth, the activities related to preparing the content of the science learning on narrative reports was widely perceived to be useless for teachers' professional development. Finally, teachers made a number of alternative proposals to overcome the current, perceived problems of teachers' narrative reporting for children's science learning in report cards. Based on the results of this analysis, alternative forms and content of narrative reports on science learning were discussed.

• Hwankyungkyoyuk
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• v.22 no.4
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• pp.95-110
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• 2009

The purpose of the study was to develop The Stream Environmental education u-learning contents for elementary school students. For the development of content, the researchers commissioned detailed examination to experts to confirm validity, did a literature review and hosted expert forums. In addition, to enhance accessibility, they asked fairytale writers to develop easier and more valid scenarios and narrations of u-learning contents for elementary school students. The development content is for 18 hours of education and has three sections: i) Preparation, ii) Exploration, and iii) Arrangement. Since the content has been developed based on SCROM, it is expected to have re-usability, accessibility, compatibility and durability. Based on evaluation criteria of u-learning contents suggested in the research methods, the research group commissioned evaluation to ten experts in environmental education of each school level. Recommendations for applying the content developed in this study and further research are as follows: First, the developed content should be actively promoted and provided both online and offline so that elementary school students can fully utilize them. To this end, the website of the Ministry of Environment and u-learning training centers of universities of education should be used. Since content requires interaction not only between learners of the content but also between learners and operators, additional administrative and financial support should be provided. Second, this study focuses on the development of u-learning contents for elementary school students. Further studies are needed to develop content for secondary school students.

• International Journal of Costume and Fashion
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• v.18 no.2
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• pp.29-43
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• 2018

Service-learning is a form of experiential education in which students participate in organized activities and develop a sense of civic responsibility while acquiring content knowledge of the discipline. The purpose of this study was first, to examine the underlying theories and principles of service-learning, and second, to present a case of systemic implementation of problem-based service-learning into a Product Innovation and Management class in higher education. The New Product Development for an E-Commerce Small Business project was developed for a community partner, BevShots, reflecting the needs of the firm, and was tightly woven into the course content. Students' participation in the project had a significant effect on increasing their awareness of the needs in the community and identifying their roles as citizens as well as enhancing their content knowledge learning. The community partner also received benefits for his business by participating in the project. Through this study, we aim to inspire fashion design and merchandising educators to implement service-learning projects/classes in the curriculum.

• Journal of Korean Academy of Nursing
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• v.34 no.6
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• pp.994-1003
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• 2004

Purpose: This study was to develop Web-based multimedia content for Physical Examination and Health Assesment. Method: The multimedia content was developed based on Jung's teaching and learning structure plan model, using the following 5 processes: 1) Analysis Stage, 2) Planning Stage, 3) Storyboard Framing and Production Stage, 4) Program Operation Stage, and 5) Final Evaluation Stage. Results: The web based multimedia content consisted of an intro movie, main page and sub pages. On the main page, there were 6 menu bars that consisted of Announcement center, Information of professors, Lecture guide, Cyber lecture, Q&A, and Data centers, and a site map which introduced 15 week lectures. In the operation of web based multimedia content, HTML, JavaScript, Flash, and multimedia technology(Audio and Video) were utilized and the content consisted of text content, interactive content, animation, and audio & video. Consultation with the experts in context, computer engineering, and educational technology was utilized in the development of these processes. Conclusions: Web-based multimedia content is expected to offer individualized and tailored learning opportunities to maximize and facilitate the effectiveness of the teaching and learning process. Therefore, multimedia content should be utilized concurrently with the lecture in the Physical Examination and Health Assesment classes as a vital teaching aid to make up for the weakness of the face-to- face teaching-learning method.

• International Journal of Contents
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• v.4 no.2
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• pp.19-23
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• 2008

This paper presents a novel method to construct a personalized e-Learning system based on dynamic estimations of item parameters and learners' abilities, where the learning content objects are of the same intrinsic quality or homogeneously distributed and the estimations are carried out using IRT(Item Response Theory). The system dynamically connects the test and the corresponding learning procedures. Test results are directly applied to estimate examinee's ability and are used to modify the item parameters and the difficulties of learning content objects during the learning procedure is being operated. We define the learning unit 'Node' as an amount of learning objects operated so that new parameters can be re-estimated. There are various content objects in a Node and the parameters estimated at the end of current Node are directly applied to the next Node. We offer the most appropriate learning Node for a person's ability throughout the estimation processes of IRT. As a result, this scheme improves learning efficiency in web-base e-Learning environments offering the most appropriate learning objects and items to the individual students according to their estimated abilities. This scheme can be applied to any e-Learning subject having homogeneous learning objects and unidimensional test items. In order to construct the system, we present an operation scenario using the proposed system architecture with the essential databases and agents.