• Journal of Korea Multimedia Society
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• v.24 no.1
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• pp.117-124
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• 2021

Korean education in China began at Peking University in the 1950s. At present, The Korean language education in China has made remarkable progress in many aspects such as scale, scope, level and achievement. In addition, with the increasingly frequent economic and cultural exchanges or cooperation between China and South Korea and the increasing trend of internationalization, the prosperity of Korean wave culture and the sound development of China-South Korea relations, the country's demand for Korean language talents is increasing day by day. However, with the rise of Korean education in China in recent years, some hidden problems also surfaced. In this paper, the Korean language proficiency test(TOPIK) is used to evaluate the Korean language proficiency of Korean learners, and Chinese juniors are used to evaluate the Korean language proficiency. In addition, a questionnaire survey was conducted to analyze the learning media of Chinese Korean learners at the present stage, and the relationship between learning media and learning outcomes was concluded. At the same time, deficiencies and problems existed in Korean education in colleges and universities were proposed and their own ideas were put forward.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.216-222
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• 2021

Advances in technology have given educators a tool to empower them to assist with developing the best possible human resources. Teachers at universities prefer to use more modern technological advances to help them educate their students. This opens up a necessity to research the capabilities of cloud-based learning services so that educational solutions can be found among the available options. Based on that, this essay looks at models and levels of deployment for the e-learning cloud architecture in the education system. A project involving educators explores whether gement Systems (LMS) can function well in a collaborative remote learning environment. The study was performed on how Blackboard was being used by a public institution and included research on cloud computing. This test examined how Blackboard Learn performs as a teaching tool and featured 60 participants. It is evident from the completed research that computers are beneficial to student education, especially in improving how schools administer lessons. Convenient tools for processing educational content are included as well as effective organizational strategies for educational processes and better ways to monitor and manage knowledge. In addition, this project's conclusions help highlight the advantages of rolling out cloud-based e-learning in higher educational institutions, which are responsible for creating the integrated educational product. The study showed that a shift to cloud computing can bring progress to educational material and substantial improvement to student academic outcomes, which is related to the increased use of better learning tools and methods.

• Journal of Service Research and Studies
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• v.6 no.4
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• pp.47-57
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• 2016

Open source has an amazing spread with the advent of smartphones. Open-source Moodle in e-learning areas are free of LMS (Learning Management System) and the most widely used worldwide, except for the black board commercial programs. One reason is well designed to support collaborative learning and interaction based on constructivist principles, which is the core principle of e-learning in particular that the theoretical basis of educational technology has a high educational effectiveness and benefits. This study examines the operational practices of collaborative learning using open source learning management system Moodle program. It introduces specific information to support the user of the collaborative learning. It looks at the advantages and singularity of collaborative learning in e-learning through examples shown. The purpose of this study is the importance of the relationship between learners and the importance of self-learning of collaborative learning through collaborative learning in a knowledge repository of Moodle. In addition, collaborative learning outcomes are is based on the motivation of learners and playfulness.

• Journal of the Korean Society of Radiology
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• v.16 no.7
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• pp.995-1006
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• 2022

The purpose of this study was to investigate the current status of practical course operation in a non-face-to-face online environment, learning effects, and students' experiences and perceptions for radiology major students using a survey. The questionnaire consisted of a total of 34 items in 5 areas: general characteristics of subjects, current learning participation in non-face-to-face environments, learning satisfaction, learning outcomes, improvement and requirements. For the analysis of the questionnaire responses, frequency analysis was performed on the response frequency, ratio, and scale for each item. Based on the general characteristics of the survey respondents, cross-analysis was performed using the chi-square test for participation in non-face-to-face learning, learning performance, and learning satisfaction. implemented. Improvements and requirements were qualitatively analyzed for the repetition frequency of words with the same meaning. Through the results of analyzing the responses of a total of 397 questionnaires, the direction of design and development of practical classes in a non-face-to-face environment in the future and basic information and implications for efficient operation were confirmed. Based on this, it is necessary to continue to think and make efforts for the efficient operation of non-face-to-face practice classes in the post-corona era.

• Journal of Digital Convergence
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• v.13 no.9
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• pp.11-19
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• 2015

The purpose of this research was to investigate factors influencing learning outcomes and effects of self-directed learning ability and motivation on learning satisfaction of nursing students in blended learning environment. A survey was used, and the subjects were 140 undergraduate students participated in Adult Nursing lesson at D University. Data collected from 9 to 14 June, 2014. There were no significant differences among general characteristics. Self-directed learning ability and learning satisfaction had significant correlations with each other (r=.25, p=.003). Self-directed learning ability was significantly associated with learning satisfaction, explaining 22.1% of the variance (F=20.74, p<.001). The results suggest that further research is needed to consider self-directed learning ability of students and to test the advantages of blended learning in developing contents in blended learning.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.20 no.2
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• pp.247-259
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• 2020

Today is the era that the importance of education and training is emphasized. However, the problem of the issues on the question how the coding or related educations according to the 4th industrial revolution era are applied or utilized actually or that the correlation with the actual enterprises is facing with social and realistic problem. Therefore, this study intended to identify what impact the characteristics of the education and training has on the educational outcomes on the characteristics of individual by segmentalizing the characteristics of education and training, through which, this study examined what impact it has on the educational outcomes. As a result, it was shown that the SW education course has positive (+) impact on the major competence and learning performance out of the characteristics of individual and SW educational environment does not have nay impact. In addition, it was shown that the characteristics of individual have positive impact on all the satisfaction of educational outcomes and the negative impact on all the dissatisfaction of educational outcomes. These results emphasizes the importance of the SW educational course and SW education teaching and deemed to be results to make us to think about the SW educational environment again.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.37-58
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• 2015

The purpose of this study was to investigate the characteristics of convergence education through the Delphi survey targeting 19 teaching professionals. The Delphi survey was completed three times, drawing key factors and expected outcomes which explain the characteristics of convergence education. The key factors of convergence education were classified as 'educational design', 'teachers' expertise' and 'educational environment'. Educational design focused on the qualitative characteristics of leaner's experience. Teachers' expertise was teacher's active and supportive roles in relationship with fellow teachers and learners. Educational environment was the psychological factors with which various subjects can realize convergence education. The expected outcomes were classified as 'learner's cognitive characteristics', 'leaner's affective characteristics', and 'teacher and educational system'. The expected outcomes of convergence education leads to psychological changes for learners to increase the advanced learning experiences and to pursue values of education itself. Compared to similar concepts, convergence education has some unique characteristics in which many of regular learners in educational settings and various topics are targeted. It also focuses on psychological factors of various subjects and qualitative natures of leaners' learning experience for the advanced learning. Especially, these results have significance in understanding the nature of convergence education, focusing on educational practices through teachers'perspectives.

• Journal of Korean Neurosurgical Society
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• v.67 no.1
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• pp.94-102
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• 2024

Objective : The spontaneous intracerebral hemorrhage (ICH) remains a significant cause of mortality and morbidity throughout the world. The purpose of this retrospective study is to develop multiple models for predicting ICH outcomes using machine learning (ML). Methods : Between January 2014 and October 2021, we included ICH patients identified by computed tomography or magnetic resonance imaging and treated with surgery. At the 6-month check-up, outcomes were assessed using the modified Rankin Scale. In this study, four ML models, including Support Vector Machine (SVM), Decision Tree C5.0, Artificial Neural Network, Logistic Regression were used to build ICH prediction models. In order to evaluate the reliability and the ML models, we calculated the area under the receiver operating characteristic curve (AUC), specificity, sensitivity, accuracy, positive likelihood ratio (PLR), negative likelihood ratio (NLR), diagnostic odds ratio (DOR). Results : We identified 71 patients who had favorable outcomes and 156 who had unfavorable outcomes. The results showed that the SVM model achieved the best comprehensive prediction efficiency. For the SVM model, the AUC, accuracy, specificity, sensitivity, PLR, NLR, and DOR were 0.91, 0.92, 0.92, 0.93, 11.63, 0.076, and 153.03, respectively. For the SVM model, we found the importance value of time to operating room (TOR) was higher significantly than other variables. Conclusion : The analysis of clinical reliability showed that the SVM model achieved the best comprehensive prediction efficiency and the importance value of TOR was higher significantly than other variables.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.37-49
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• 2010

In the present study, we analyzed plans and outcomes on the information society and Information technology in education in the European Union to provide implications for national policy in Korea. For this, we examined a political program of the European Union, called the eEurope initiative, as well as programs of the eLearning Initiative. Particularly, we analyzed European Union e-learning policy and discussed its implications for national convergence in Korea. In addition, we offer four suggestions for Korean policy on the information technology in education after analyzing outcomes, issues, and directions related to the European Union's policy.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.247-258
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• 2020

The purpose of this study is to synthesize and specifically analyze the effects of elementary SW-STEAM Education on learning outcomes by using meta-analysis. 29 papers are selected and total of 60 effect sizes are deduced. Total effect size is a medium effect of .35, which reveals significant effect on the cognitive and affective domains, and 8 moderator variables explain the difference in total effect sizes as well. The results show that SW-STEAM education is effective for elementary students' learning outcomes. Practical implication for design and implementation are addressed.