• ETRI Journal
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• v.39 no.3
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• pp.364-372
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• 2017

For the reliability of controllers in a software defined network (SDN), a dynamic and self-learning schedule method (DSL) is proposed. This method is original and easy to deploy, and optimizes the combination of multiple controllers. First, we summarize multiple controllers' combinations and schedule problems in an SDN and analyze its reliability. Then, we introduce the architecture of the schedule method and evaluate multi-controller reliability, the DSL method, and its optimized solution. By continually and statistically learning the information about controller reliability, this method treats it as a metric to schedule controllers. Finally, we compare and test the method using a given testing scenario based on an SDN network simulator. The experiment results show that the DSL method can significantly improve the total reliability of an SDN compared with a random schedule, and the proposed optimization algorithm has higher efficiency than an exhaustive search.

• Journal of Digital Contents Society
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• v.9 no.3
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• pp.499-507
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• 2008

This paper aims at studying the new SCORM based e-Learning system and self-course design method. To construct this aims, we have researched the merits, shortcomings and characteristics of the previous LMS(Learning Management System) and we have researched the merits, shortcomings and characteristics of SCORM(Sharable Content Object Reference Model). SCORM was suggested ADL (Advanced Distributed Learning) to elevate the reusability of learning contents. Also we have researched the related researches of SCORM, SCORM based LMS and case studies. This paper suggests the level based self learning and course design and the system based on SCORM. This system has elevated the effectiveness and satisfaction of the learners.

• The Journal of Korean Association of Computer Education
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• v.7 no.5
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• pp.23-32
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• 2004

Many web-based learning systems have been developed and used widely. Most of the researches on web-based learning systems assume learners' active participation in the learning activity. However, learners do not always actively participate in the learning. This paper presents a novel self-regulated learning strategy to create a learning environment that encourages learner's active participation. We have derived sub-strategies that can be implemented as a web-based system. The derived sub-strategies have been implemented as an advanced web-base system and are verified by an empirical study.

• Educational Technology International
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• v.17 no.2
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• pp.203-228
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• 2016

This study was designed to determine the factors affecting learner satisfaction and examine the relationships of these factors in mobile learning linked to pre-existing e-learning in universities. In the structural model used, three mobile learning quality factors are the endogenous variables, namely, system quality (SYQ), information quality (INQ) and service quality (SEQ) perceived by students, and learner satisfaction (LS), whereas students' self-efficacy (SE) and experience (EX) in mobile learning are the exogenous variables. The subjects were 900 students who registered for mobile learning courses offered by a private university in Seoul, Korea. The results indicated that SE in mobile learning had positive effects on SYQ, INQ, and SEQ. Furthermore, SE influenced LS when analyzed without quality factors as parameters. Mobile learning EX directly affected INQ, but not SYQ or SEQ. EX likewise had a direct effect on LS when analyzed without quality factors as parameters. Meanwhile, both SYQ and INQ showed a positive effect on LS, but not SEQ. SE and EX affected LS indirectly when SYQ and INQ were used as parameters. This study addresses the importance of increasing SE, EX, SYQ, and INQ to increase LS in mobile learning in universities

• Annual Conference of KIPS
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• 2005.11a
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• pp.827-830
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• 2005

e-learning 교육은 오프라인 교육의 다양한 제한적 문제를 해결할 수 있는 대안으로 많은 발전을 이루어 오고 있다. e-learning 교육의 표준화 작업으로 앞으로 더 많은 발전을 가져올 것이고 ITS (Intelligent Tutoring System)의 구현을 앞당길 것이다. 그러나 모든 교육이 능동적으로 문제를 해결해 나갈 수 있는 능력을 키우는 것 이라는 교육학적 입장에서 본 논문은 학습자의 개별적 특성을 수용하는 개별화된 학습방향을 선택할 수 있는 Self-learning 서비스를 제안한다. 이 서비스는 교수설계자에 의해 지정된 시퀀싱을 학습자가 재정렬 할 수 있다. 이 시스템은 SCORM 기반의 LMS 에 추가되는 서비스이다.

• Journal of radiological science and technology
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• v.40 no.3
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• pp.493-499
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• 2017

In order to analyze the degree of self-learning development ability after the clinical training curriculum, the results of 121 questionnaires were analyzed for 3rd and 4th grade students in radiology in the metropolitan area. The overall average of self-learning ability according to gender was $3.07{\pm}0.85$, which was statistically significant according to gender. However, the results according to educational system showed that the overall average was $3.07{\pm}0.85$, which was higher than the average level of self-learning development ability. There was no statistically significant difference according to educational system. The results of the self-learning development ability according to the motivation for selecting the department showed that the students who have chosen their department due to their higher employment rate after graduation had high self-development ability level($3.58{\pm}0.85$) but the students who entered the school due to self-aptitude had relatively lower self-development ability level ($2.30{\pm}0.40$). The overall average of self-learning ability according to direction of career path was $3.08{\pm}0.76$, which was over-average of self-learning development ability. Thus, there was statistically significant difference according to career path. It is necessary to improve the self-learning ability in clinical practice. In addition, the lack of statistical significance suggests problems and diversity.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.17 no.6
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• pp.1471-1476
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• 2013

This research examines how PBL(Problem-based Learning; PBL) system affects to 'Self-directed learning ability', by developing and applying it to the participants of "Science Cyber Conference" - the web based on-line debating learning program - among those students of the Affiliated Institute of Science gifted education of K University, for 16weeks. With this, also the cognizance of learners for the PBL class process are looked into together. After conducting the program applied with the web-based PBL strategy, the participants 'Self-directed learning ability' showed the remarkable change statistically (p<.05). Especially it showed the meaningful changes in six sections (p<.05), among those subdivided seven sections of 'Self-directed learning ability', with the one exception, 'Self-confidence as a Learner'. They also showed the positive response to the class which adopted the web-based PBL strategy.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.17-26
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• 2020

In this paper, the effect of daily creativity of engineering students on problem-solving ability is addressed through the dual mediating effect of teamwork competency and self-directed learning ability. To this end, a regression-based statistical mediation analysis has been performed on the dual mediation model in which daily creativity and problem solving ability were treated as independent and dependent variables respectively, and teamwork competence and self-directed learning ability were included as mediation variables. The analysis result confirmed that the daily creativity has direct effect on the problem-solving ability, as well as indirect effects through teamwork competence and self-directed learning ability. In particular, the serial mediating effect of teamwork competency and self-directed learning ability was also confirmed to be statistically significant in the relationship between daily creativity and problem-solving ability. This verifies that problem-solving ability can be improved not only directly by improving daily creativity but also indirectly by improving teamwork competence and self-directed learning ability. In addition, teamwork competency showed greater indirect effect on problem-solving ability than self-directed learning ability, so increasing teamwork competency has a more significant effect on improving problem-solving ability than increasing self-directed learning ability. Therefore, in order to develop better problem-solving ability, it is necessary to identify and improve the learners' teamwork competency first and to strive to create an environment where learners can solve problems based on mutual trust with their teammates.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.19 no.2
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• pp.463-470
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• 2015

The purpose of this thesis is to develop and implement a smart learning system based on problem-solving strategy for children with learning disabilities. The proposed system is developed to increase general study ability and problem-solving ability of children with learning disabilities. The proposed system has the following characteristics. First, the general study ability and problem-solving ability can be increased by adopting problem-solving strategy. Second, both smart application and SNS can be used in the proposed system. Third, study self-efficacy can be increased by adopting step-by-step learning. The following results are obtained after applying the proposed system to some children with learning disabilities. First, their general study ability is increased. Second, their problem-solving ability is increased. Third, confidence in self-efficacy, sense of accomplishment, and self-confidence in study are improved. In additions, utilization ability in information and information equipment is also increased.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2001.01a
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• pp.310-315
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• 2001

We are focusing on an approach which handle a general Web as a resource in order to support self-directed learning for a student. Then, we are developing a Web based learning environment "Web-Retracer"for utilizing Web as teaching materials by a user′s Annotation. Although the learner can share the Web resource that the others utilized in this environment, Web resources unsuitable for a student′s needs becomes hindrance about her/his self-directed learning. In this paper, we propose a recommending method of the resource united with a student′s needs on the basis of a student′s learning and Web browsing history. This method analyzed the feature peculiar to a resource, and extracts the resource with which the needs of the feature and a student agreed.