• Journal of Agricultural Extension & Community Development
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• v.17 no.1
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• pp.75-101
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• 2010

This study tried to analyze the learning effectiveness of multi-media based class by comparing with traditional classroom method. The "Basic Agricultural Technology" course that is one of the required courses of agricultural high school was selected and its contents were digitalized on MS Powerpoint for multi-media based class. The thirty students were sampled for each experimental and control groups. The homogeneity and learning achievement of sample groups were tested for experiment. Same teacher took the classes of two groups and delivered same contents of course. Only difference between two groups was the delivery method, one is traditional classroom teaching method and the other was the multi-media based class. The learning achievements and satisfaction of sample were post-tested in order to analyze the learning effectiveness by comparing two teaching methods. The results showed that there was a significant difference between experimental and control group in learning achievement after ANCOVA controlled pre-test as covariance(F=5.08, p<.05). It means that the learning achievement of multi-media based class was higher than that of traditional classroom group. The results also showed that a significant difference in students’ satisfaction between two groups (t=5.57, p<.001). This study concluded that using multi-media in class could produce more learning achievements and satisfaction of students than traditional classroom method.

• Journal of Information Technology Applications and Management
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• v.14 no.2
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• pp.27-47
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• 2007

In an effort to apply IT to practices of learning, universities are trying to implement e-Learning systems and expanding the extent of their usage. Nowadays, e-Learning systems are not only used for conducting web-based distance learning, but also used for supporting traditional classes education by encouraging communication and information sharing between instructors and learners or among the learners. There is relatively lack of studies on the exploitation of e-Learning systems in the traditional classes, in comparison with a distance education. Specifically, howe-Learning systems could support the traditional class and/or which benefits e-Learning systems could offer in the classes are among the important issues. In this study, we suggest that e-Learning systems would be the rich media to communicate and exchange information among people who participate in a class. We derive key variables like media richness and media experience from Media Richness Theory and from Channel Expansion Theory. Moreover, Media usefulness and Satisfaction of a learner with e-Learning system is drawn from the literature on IS success. We examine the effects of perceived media richness, media usefulness, and media experience on leaner's satisfaction with e-Learning systems. In addition, we also investigate learner's media usefulness perception which is positively related to media richness and media experience. Finally, learner's experience with e-Learning systems affects perceived media richness. Based on the results of an empirical test. we first suggest that perceived media richness with e-Learning systems contributes to increase media usefulness and satisfaction of a learner. Second, media experience is an important predictor of media richness and media usefulness perception. Consequently, the result can support Channel Expansion Theory. Finally, media usefulness perception affects learner's satisfaction with e-Learning systems.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.44-52
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• 2000

In this study, the effects of structured controversy strategy, individual learning, and traditional learning on the learning of environmental unit in ‘General Science’ were compared. One hundred and forty-three 10th-graders had been taught about environmental issues-self purification, biological concentration, acid rain, greenhouse effect, noise, and radioactivity-for 6 class hours. Prior to the instructions, environmental attitudes test and self-esteem test were administered. After the instructions, their achievements, critical thinking, environmental attitudes. self-esteem, and views on Science-Technology-Society were examined. The results of 2-way ANCOVA and/or Kruskal-Wallis test revealed that there were no significant main effects in the scores of the achievement test and the critical thinking test. The environmental attitudes test scores tended to be highest in the structured controversy group, and lowest in the traditional learning group. Self-esteem scores of the structured controversy group and the individual learning group were higher than those of the traditional learning group. Significant differences by students' prior achievement level in students' critical thinking, environmental attitudes, and views on Science-Technology-Society were also found.

• Journal of the Korea Society of Computer and Information
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• v.24 no.1
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• pp.247-255
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• 2019

In this paper, we propose the effect of project-based robot education program on the interest toward robots and the computational thinking of elementary school students. Software education is being actively carried out around the world in order to cultivate software talents in accordance with the 4th industrial revolution. As a result, the importance of robots in education has increased, and education using robots has been actively introduced. However, the activities of simply assembling and repeating robots in schools were not effective in enhancing elementary school students' interest toward robots and computational thinking. Therefore, it is necessary to overcome traditional teaching-learning methods and to develop robot education. So, in this study, the robot education program that introduces project-based learning was developed for improvement of interest toward robots and computational thinking of elementary school students. In order to verify the developed education program, 114 elementary six grade students were selected as research subjects and the traditional teaching-learning method and project-based learning were applied to the experimental and control group. As a result, project-based learning was more effective for elementary school students' interest toward robot than traditional teaching-learning method. In computing thinking, the experimental group showed a significant improvement, but there was no statistically significant difference in the post-test.

• Journal of the Korean Society of Food Culture
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• v.25 no.5
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• pp.558-567
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• 2010

Changes in social, economical, and cultural environments affect the meal practices of children. The transmission of traditional Korean food culture is very important because it presents not only a well-balanced diet but also contributes to shaping identity. The purpose of this study was to investigate elementary school students' present meal practices and views, as well as demands on traditional food culture education to reflect future educational plans. Half of the students ate breakfast everyday and 72% ate a traditional Korean style breakfast. About 38% of the students participated 2-4 times per week in meal preparation and 34% participated in clean-up after the meal once a day. Although 6th graders had greater skills in basic cooking, they tended to be more passive upon applying their skills in daily meal practice. For traditional food culture education, 89% of the experienced and 86.2% of the inexperienced groups agreed on the necessity of traditional food culture education. Students attained traditional food culture knowledge through Silgwa, practical coursework within the curriculum, and by teachers leading classes. They were also educated by parents, mass media, and books outside of school. The preferred methods of class teaching were lecture and experiential learning. The preferred subjects to learn were 'cooking classes based on taste development', 'learning food ingredients through vegetable growing', 'traditional Korean food manners', and 'traditional Korean food culture and seasonal foods' as well as nutritional education. Fifth graders had more positive attitudes towards meal practices and traditional food culture education. Traditional Korean food culture and nutrition education should be integrated and developed into regular subject curricula to improve children's meal practice and inheritance of traditional food culture.

• Journal of Korean Home Economics Education Association
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• v.10 no.2
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• pp.13-28
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• 1998

The purpose of this study is to compare of learning effects between the inquiry training model and traditional lecture method in the unit of food and nutrition of home economics in the middle school and propose a teaching-learning method of home economics in the middle school.For this study I sampled one hundred students both male and female who were in the first grade students of middle school in Ansan city.The students were divided into two groups each of which was composed of one male class and one female class. One was called the inquiry training model group, which was taught by the inquiry training model, the other the traditional lecture method group, which was taught by traditional lecture method .They learned about food and nutrition unit during the same time. To evaluate the effectiveness of learning, learning achievement degree, instruction interest degree, and the powers of exploration process, a creativity lest by using a Questionnaire was gIven.The resuits of this study are as follows: 1. In the traditional lecture method group between the inquiry training model one, the difference of learning achievement degree was not significant. The score of learning achieve ment degree in the inquiry training group, the female class got higher scores than .the maleone, but the difference was not significant. 2. In the test of instruction interest degree, the traditional lecture method group got higher scores than the inquiry training model one. (p<.001.). In the inquiry training group the male class got higher scores than the f ema Ie one. (p < .001 ) 3. In the test of powers of exploration process, the traditional lecture method group got higher scores than the inquiry training model one.( p< .00 1). In the inquiry training group, the male class got higher scores than the female one, but the difference was not significant. 4. In the test of creativity, the traditional lecture method group got higher scores than the inquiry training one. (p < .00 1). In the inquiry training group, the female class got higher scores than the male one, but the difference was not significant Therefore, the inquiry training model is the more effective instruction model for both male and female students, rather than the traditional lecture method for instruction interest de¬gree, powers of exploration process, creativity and extends instruction interest degree for the male studentsale students.

• Journal of Korean Home Economics Education Association
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• v.23 no.4
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• pp.1-17
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• 2011

We investigated youth's awareness of traditional clothing culture in order to promote it, and we developed and applied the Teaching-Learning process related to clothing life chapters. We analyzed 12 types of high school freshman textbooks under the revised $7^{th}$ national curriculum and selected 5 major subjects of learning 'traditional culture', 'History of Han-bok', 'colors of Han-bok', 'pattern & material of Han-bok', 'globalization of Han-bok' related to 'change of home life & culture' chapter. Also we developed 5-period Teaching-Learning Lesson Plan and 48-teaching materials(22 for students, 22 - for classes, 4 for teachers) and applied it to usual classes. The mean score of youth's awareness of traditional clothing culture in the post-test was significantly higher than in the pre-test. We concluded it was highly efficient in the youth's awareness of traditional clothing culture as right awareness about traditional clothing life culture, acceptance of foreign culture, positive attitude in traditional culture. Awareness about traditional clothing culture education was improved significantly, so we recognized importance of traditional culture education through it. We suggest that various themes on traditional culture should be developed and more reinforced. Also we need various traditional culture succession research as field of food life, house life and study Korea's cultural heritage.

• Journal of Information Processing Systems
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• v.17 no.3
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• pp.441-452
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• 2021

Federated learning provides an efficient integrated model for distributed data, allowing the local training of different data. Meanwhile, the goal of multi-task learning is to simultaneously establish models for multiple related tasks, and to obtain the underlying main structure. However, traditional federated multi-task learning models not only have strict requirements for the data distribution, but also demand large amounts of calculation and have slow convergence, which hindered their promotion in many fields. In our work, we apply the rank constraint on weight vectors of the multi-task learning model to adaptively adjust the task's similarity learning, according to the distribution of federal node data. The proposed model has a general framework for solving optimal solutions, which can be used to deal with various data types. Experiments show that our model has achieved the best results in different dataset. Notably, our model can still obtain stable results in datasets with large distribution differences. In addition, compared with traditional federated multi-task learning models, our algorithm is able to converge on a local optimal solution within limited training iterations.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.595-603
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• 1999

The purpose of this study was to develop the computer assisted instruction program in multimedia environment, to examine the relative effects of two types of multimedia learning on science achievement and attitude towards science learning and to investigate the effects of treatment and students' learning ability. The results of this study were summarized as follows: 1. On science achievement; The multimedia learnings were more effective than the traditional one. Difference between multimedia learning I (through individualistic learning) and multimedia learning II(through peer interaction) was not significant. There was not interaction effect of treatment and students' learning ability. 2. On attitude towards science learning; The multimedia learnings were more effective than the traditional one. The multimedia learning I (through individualistic learning) was more effective than the multimedia learning II (through peer interaction). There was no interaction of treatment and students' learning ability. 3. On students' perceptions on multimedia learning; The students in the multimedia classes showed the multimedia learning were good in causing interest. making students absorbed in studies, and giving many learning materials, but not good in a couple of points such as making students bored and not explaining in detail.

• Journal of Korean Medical classics
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• v.35 no.1
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• pp.93-102
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• 2022

Objectives : We propose a method for constructing a thesaurus of Traditional East Asian Medicine terminology using machine learning. Methods : We presented a method of combining the 'Automatic Step' which uses machine learning and the 'Manual Step' which is the operator's review process. By applying this method to the sample data, we constructed a simple thesaurus and examined the results. Results : Out of the 17,874 sample data, a thesaurus was constructed targeting 749 terminologies. 200 candidate groups were derived in the automatic step, from which 79 synonym groups were derived in the manual step. Conclusions : The proposed method in this study will likely save resources required in constructing a thesaurus.