• Journal of information and communication convergence engineering
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• v.22 no.1
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• pp.23-32
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• 2024

This study aims to improve the quality of distance learning by developing webcast-based e-learning media and integrating it into an e-learning platform for functional job training purposes at the National Research and Innovation Agency, Indonesia. This study uses a Technology Acceptance Model (TAM) to assess and predict user perceptions of information systems using webcast platforms as an alternative to conventional applications. The research method was an online survey using Google Forms. Data collected from 136 respondents involved in practical job training were analyzed using structural equation modeling to test the technology acceptance model. The results showed that the proposed model effectively explained the variables associated with the adoption of web-based e-learning during the COVID-19 pandemic in Indonesia for participants engaged in functional job training. These findings suggest that users' perceptions of ease of use, usefulness, benefits, attitudes, intentions, and webcast usage significantly contribute to the acceptance and use of a more effective and efficient webcast-based e-learning platform.

• Journal of Engineering Education Research
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• v.18 no.2
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• pp.77-88
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• 2015

Recently, there has been an increasing interest in 'Flipped Learning,' an IT-based learner-centered teaching-learning method corresponding to meet the paradigm of the future education. For smooth Flipped Learning, there are three steps in total: a pre-class should precede; then, in the structure of classes in the classroom, in-class learning among peer learners should be done; and lastly, the operation of a post-class should be done. For successful Flipped Learning, class elements in each step should be designed with a time difference, interconnected so as to achieve a single educational objective. However, it was found that there was a limitation in that the teaching-learning model of the preceding Flipped Learning consisted of the order of analysis, design, development, implementation and evaluation as general procedures, so it would not sufficiently consider the situations of Flipped Learning only. On this background, this thesis proposes a differentiated Flipped Learning model for mastery learning in a subject of an institute of technology as a model of systematic instructional design and presents a case of a class applied to an actual subject of computer engineering.

• Educational Technology International
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• v.15 no.2
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• pp.71-88
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• 2014

A variety of studies to predict students' performance have been conducted since educational data such as web-log files traced from Learning Management System (LMS) are increasingly used to analyze students' learning behaviors. However, it is still challenging to predict students' learning achievement in blended learning environment where online and offline learning are combined. In higher education, diverse cases of blended learning can be formed from simple use of LMS for administrative purposes to full usages of functions in LMS for online distance learning class. As a result, a generalized model to predict students' academic success does not fulfill diverse cases of blended learning. This study compares two blended learning classes with each prediction model. The first blended class which involves online discussion-based learning revealed a linear regression model, which explained 70% of the variance in total score through six variables including total log-in time, log-in frequencies, log-in regularities, visits on boards, visits on repositories, and the number of postings. However, the second case, a lecture-based class providing regular basis online lecture notes in Moodle show weaker results from the same linear regression model mainly due to non-linearity of variables. To investigate the non-linear relations between online activities and total score, RF (Random Forest) was utilized. The results indicate that there are different set of important variables for the two distinctive types of blended learning cases. Results suggest that the prediction models and data-mining technique should be based on the considerations of diverse pedagogical characteristics of blended learning classes.

• The Journal of Information Technology and Database
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• v.3 no.2
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• pp.75-96
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• 1996

This study is intended to compare the effectiveness of the neural network inductive learning model with a vector space model in information retrieval. As a result, searches responding to incomplete queries in the neural network inductive learning model produced a higher precision and recall as compared with searches responding to complete queries in the vector space model. The results show that the hybrid methodology of integrating an inductive learning technique with the neural network model can help solve information retrieval problems that are the results of inconsistent indexing and incomplete queries--problems that have plagued information retrieval effectiveness.

• Educational Technology International
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• v.10 no.1
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• pp.137-155
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• 2009

The purpose of this research is to develop Blended-TBL(Team Based Learning) model that emphasizes the active participation and teamwork of students in on-off blended learning environment, and apply it into the college course and explore whether self-regulated learning between one group pretest and posttest is different. For this, this research investigated the concept and the characteristics of Team Based Learning, and developed the Blended-TBL Model to apply it into the college course, and finally prove effects of Blended-TBL model on self-regulated learning using Motivated Strategies for Learning Questionnaire (MSLQ). The participants in this study were 57 college students. They participated in on-off blended-TBL course for 15weeks. Participants followed the content grounded and the problem solving steps in collaborative team-based learning. This research practiced a quantitative research to find out the statistical difference of the self-regulated learning between pretest and posttest using SPSS. The result revealed that Blended-TBL students improved self-regulated learning including motivation, cognitive, metacognitive, and resource management. Based on this result, this research discussed the effects of Blended-TBL on Self-Regulated Learning and suggested the further study.

• Journal of The Korean Association of Information Education
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• v.21 no.4
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• pp.393-401
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• 2017

The purpose of this study is to develop a deep learning based learning system for improving learner's data analytical thinking ability. The contents of the study are as follows. First, deep learning was applied to the discovery learning model to improve data analytical thinking ability. This is a learning method that can generate a model showing the relationship of given data by using the deep learning method, then apply the model to new data to obtain the result. Second, we developed a deep learning based system for DBD learning model. Specifically, we developed a system to generate a model of data using the deep learning method and to apply this model. The research of deep learning based learning system will be a new approach to improve learner's data analytical thinking ability in future society where data becomes more important.

• Educational Technology International
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• v.11 no.1
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• pp.27-46
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• 2010

The purpose of this paper is to apply the newly developed SICAT teaching and learning model to the actual scene of teaching and learning and draw a point of discussion for utilizing teaching and learning model, by uncovering the satisfaction of students and the inhibiting/facilitating elements when using the model. SICAT(Scientific Inquiry and Creative Activity with Technology; from here on SICAT), a teaching and learning model custom-built for engineering education, was developed, as more and more people paid attention to the demand for creative engineers. It was developed from the basis of PBL(Problem Based Learning), includes three sub-types which can be applied to the actual theory, design, and experimentation fields within engineering education. The three sub-types, which are ARDA(Analysis-Reasoning Activity & Discussion-Argumentation Activity), CoCD (Collaboration Activity & Capstone Design Activity), and ReSh(Reflection Activity & Sharing Activity), respectively support deductive and argumentation activities, creative design and collaboration activities, and retrospection and sharing activities. However, no research has been conducted to investigate whether or not there are inhibiting or facilitating elements in the application procedure, or what the rate of satisfaction for students is, when applying the SICAT model, which was newly developed to innovate existing engineering education, to the actual site of teaching and learning. Therefore, this research applied three types of SICAT teaching and learning models to the theory, design, and experimentation classes at the department of materials science and engineering at Hanyang University for eight weeks. After application, the students, teachers and tutors were surveyed and interviewed, and then the results analyzed in order to uncover inhibiting/facilitating elements and the rate of satisfaction. The satisfaction rate of students from the SICAT teaching and learning model was 3.78(in a perfect score of 5: The A type-3.65, The C type-3.80, The R type-3.90), and inhibiting/facilitating elements were drawn from the aspects of learning activities, support system. In conclusion, they can be contributed for implications of SICAT teaching and learning model universal use at engineering education in University.

• International Journal of Internet, Broadcasting and Communication
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• v.5 no.1
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• pp.9-13
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• 2013

This paper presents the concepts of ubiquitous computing technology to construct a ubiquitous learning environment that enables learning to take place anywhere at any time. This ubiquitous learning environment is described as an environment that supports students' learning using digital media in geographically distributed environments. The u-learning model is a web-based e-learning system that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. Students are allowed to be in an environment of their interest. The communication between devices and the embedded computers in the environment allows learner to learn while they are moving, hence, attaching them to their learning environment.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2014.10a
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• pp.247-251
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• 2014

As smart education increases the demand for new teaching-learning methods, teacher training colleges need to systematize smart education teaching-learning methods for pre-service teachers. This study designed a smart education teaching-learning model, which is applicable to pre-service teachers, by analyzing the smart education teaching-learning types for primary and secondary schools at national and international levels and by analyzing the Creation Teaching Learning Assessment (CTLA) model. The goal of smart education is to reinforce capability of learners. The smart education teaching-learning model designed to help pre-service teachers reinforce their smart literacy is suitable for reinforcing capability of future learners to receive smart education. The smart education teaching-learning model in this study was designed as a 15-week teaching plan applicable to pre-service teachers at teacher training colleges. In the teaching-learning model, problem-based learning (PBL), a situated learning model, and cooperative learning model were applied to weekly instructions. Further research should be conducted to prove its effectiveness in allowing pre-service teachers to reinforce their smart literacy by making gradual improvement in this model and to develop and test smart education teaching-learning models constantly.

• Journal of Christian Education in Korea
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• v.66
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• pp.309-341
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• 2021

The purpose of this study is to develop an intelligent learning platform model for faith education in preparation for the post-corona era. This study reviewed artificial intelligence algorithms, research on learning platform development, and prior research related to faith education. The draft of the intelligent learning platform design model was developed by synthesizing previous studies. The developed draft model was validated by a Delphi survey targeting 5 experts. The content validity of the developed draft model was all 1. This is the validation of the draft model. Three revised opinions of experts were presented on the model. And the model was revised to reflect the opinions of experts. The modified final model consisted of three areas: learning materials, learning activities, learning data, and artificial intelligence. Each area is composed of 9 elements of curriculum, learning content additional learning resources, learner type, learning behavior, evaluation behavior, learner characteristic data, learning activity data, artificial intelligence data, and learning analysis. Each component has 29 sub-elements. In addition, 14 learning floors were formed. The biggest implication of this study is the first development of a basic model of an intelligent learning platform for faith education.