• International Journal of Internet, Broadcasting and Communication
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• v.4 no.1
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• pp.8-12
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• 2012

The purpose of this study is to review the possible effect of the learning paradigm shift from traditional method to ubiquitous learning. What are the societal issues that need to be address in order to design a new pedagogical platform trending from e-learning to m-learning and now the u-learning? That without the proper study of how learning environment may affect the learning process of an individual will lead to poor quality of education. This new era of learning environment offer a big opportunity for "anytime, anywhere" learning. Thus, Lifelong learning is at hand of everyone. Maximizing the benefit of new trend will be a great help and addressing the limitations will lead to quality education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2012.10a
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• pp.669-670
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• 2012

Teaching media is changed by the digitalized new paradigm. This paper present a method of constructing the e-Learning which is very important in now a day. In this paper, we propose the suitable design technical e-Learning which is involved in subject. Also, we propose the important effective learning method and key concept in design technical contents in the e-Learning.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.23 no.1
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• pp.270-281
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• 2010

Objectives : The purpose of this study is to survey the needs of Oriental Medical students about the existing teaching methods and to investigate satisfaction of new teaching & learning method on the Oriental medical Ophthalmology & Otolaryngology Class. Methods : 1. The needs of Oriental medicine whole students(475 persons) were surveyed with questioning paper. 2. Oriental medical Ophthalmology & Otolaryngology were studied by new paradigm teaching method with 116 students(3rd grade, school of Oriental medicine). 3. The satisfaction of school lesson of Oriental medicine 3rd grade students(106 persons) were surveyed with questioning paper before & after applying new paradigm teaching method. Results : 1. 43% students did not know well the purpose of lessons. 2. 46.7% students answered the curriculum has a large quantity. Conclusions : 1. Students want to study with various teaching & learning methods on school lessons. 2. 72.6% students were replied the problem based learning is effective to make a diagnosis and treatment of patients in the future. 3. 58.5% students take a part positively in the conduct of Team based learning study. 4. Team based learning was effective to the interaction with professor and students.

• Korean Medical Education Review
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• v.12 no.2
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• pp.5-11
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• 2010

The purpose of this article is to propose an alternative viewpoint on medical education, known as the Erudition paradigm. This study aims to confirm the essence of erudition rather than teaching and learning through discussing the foundations of self-directed learning principles in medical education. By reactivating the meaning of self-directed learning, this study debates the proprieties of the erudition paradigm beyond pedagogy; that is to say, the school-oriented educational paradigm. After all, this study reveals that all humans are Homo Eruditio, born with an erudite instinct, and it is necessary to inspire his/her encouragement in erudition by using self-directed learning.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.637-638
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• 2013

The digitalized new paradigm change the various teaching media. This means that user search the selective lecture, and molt the one-way knowledge transmit method. Also user demand usability e-Learning contents and communication feedback. This paper propose the method of effective learning method and its upcoming method.

• Asia Marketing Journal
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• v.15 no.3
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• pp.159-172
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• 2013

In the present study, we apply the multiple cue probability learning (MCPL) paradigm to examine consumer learning from feedback in repeated trials. This paradigm is useful in investigating consumer learning, especially learning the relationships between the overall quality and attributes. With this paradigm, we can analyze what people learn from repeated trials by using the lens model, i.e., whether it is knowledge or consistency. In addition to introducing this paradigm, we aim to demonstrate that knowledge people gain from repeated trials with feedback is robust enough to weaken one of the most often examined contextual effects, the asymmetric dominance effect. The experiment consists of learning session and a choice task and stimuli are sport rafting boats with motor engines. During the learning session, the participants are shown an option with three attributes and are asked to evaluate its overall quality and type in a number between 0 and 100. Then an expert's evaluation, a number between 0 and 100, is provided as feedback. This trial is repeated fifteen times with different sets of attributes, which comprises one learning session. Depending on the conditions, the participants do one (low) or three (high) learning sessions or do not go through any learning session (no learning). After learning session, the participants then are provided with either a core or an extended choice set to make a choice to examine if learning from feedback would weaken the asymmetric dominance effect. The experiment uses a between-subjects experimental design (2 × 3; core set vs. extended set; no vs. low vs. high learning). The results show that the participants evaluate the overall qualities more accurately with learning. They learn the true trade-off rule between attributes (increase in knowledge) and become more consistent in their evaluations. Regarding the choice task, there is a significant decrease in the percentage of choosing the target option in the extended sets with learning, which clearly demonstrates that learning decreases the magnitude of the asymmetric dominance effect. However, these results are significant only when no learning condition is compared either to low or high learning condition. There is no significant result between low and high learning conditions, which may be due to fatigue or reflect the characteristics of learning curve. The present study introduces the MCPL paradigm in examining consumer learning and demonstrates that learning from feedback increases both knowledge and consistency and weakens the asymmetric dominance effect. The latter result may suggest that the previous demonstrations of the asymmetric dominance effect are somewhat exaggerated. In a single choice setting, people do not have enough information or experience about the stimuli, which may lead them to depend mostly on the contextual structure among options. In the future, more realistic stimuli and real experts' judgments can be used to increase the external validity of study results. In addition, consumers often learn through repeated choices in real consumer settings. Therefore, what consumers learn from feedback in repeated choices would be an interesting topic to investigate.

• Proceedings of the KAIS Fall Conference
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• 2009.05a
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• pp.280-283
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• 2009

Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. E-learning 2.0 based on the Web 2.0 has a bottom-up approach which learners work on content with social networking and collaboration in their own cyberspace. Second Life is presented as a new e-learning environment. - Flexibility, - Strong social networking, - Residents’ creative activities of Second Life ⇨ Unlimited potential to educators Second Life is a classroom built in 3D cyber space.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.69-75
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• 2011

This paper presents a model of e-learning based on ubiquitous computing configuration. First of all, we survey the advanced e-learning systems for foreign and domestic universities. Next we propose the optimal e-learning model based on ubiquitous computing configuration. The proposed e-learning model as following. we propose the e-learning system's hardware and software configurations, that are server and networking systems. Also, we construct the proposed e-learning systems's services. There are attendance and absence service, class management service, common knowledge service, score processing service, facilities management service, personal management service, personal authorization issue management service, campus guide service, lecture-hall management service. Then we propose the laboratory equipment management service, experimental materials management service etc. The proposed model of e-learning based on ubiquitous computing configuration will be able to contribute to the next generation university educational paradigm.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.12 no.11
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• pp.4788-4795
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• 2011

The purpose of this study is to present and review the possible effect of the learning paradigm shift from traditional method to ubiquitous learning, the societal issues that need to be address in order to design a new pedagogical platform trending from e-learning to m-learning and now the u-learning. That without the proper study of how learning environment may affect the learning process of an individual will lead to poor quality of education. This new era of learning environment offer a big opportunity for "anytime, anywhere" learning. Thus, Lifelong learning is at hand of everyone. Maximizing the benefit of new trend will be a great help and addressing the limitations will lead to quality education. The components that comprise the ubiquitous learning are also discussed together with the technologies that will make it possible. The research learning domains that are in progress which shows that the interest in pervasive or lifelong learning attracted the interest of many research institutions. The types of learning mode and learning modalities are also briefly discussed in this paper.

• The Mathematical Education
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• v.47 no.3
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• pp.261-271
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• 2008

First, we have reviewed the concepts of technology as tools, artefacts, and instruments and then introduced constructivism, mathematical communication, and anthropological views on the technology as instruments. Next, this study has supported the anthropological studies considering the facts that learners develop instrumented schemes in the interactions among learners, tools, and mathematical knowledge, and has discussed the change of paradigm. Finally, we have argued that curriculum, epistemology, and relevant studies should be changed to the new paradigm, and then we have discussed that the change of paradigm should be established on the nature, the purpose, the contents, and the assessment in mathematics learning and the role of teachers.