• Journal of the Korea Society of Computer and Information
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• v.21 no.9
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• pp.1-9
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• 2016

Recent embedded processors employ set-associative L1 instruction cache to improve the performance. The energy consumption in the set-associative L1 instruction cache accounts for considerable portion in the embedded processor. When an instruction is required from the processor, all ways in the set-associative instruction cache are accessed in parallel. In this paper, we propose the technique to reduce the energy consumption in the set-associative L1 instruction cache effectively by accessing only one way. Gshare branch predictor is employed to predict the instruction flow and determine the way to fetch the instruction. When the branch prediction is untaken, next instruction in a sequential order can be fetched from the instruction cache by accessing only one way. According to our simulations with SPEC2006 benchmarks, the proposed technique requires negligible hardware overhead and shows 20% energy reduction on average in 4-way L1 instruction cache.

• East Asian mathematical journal
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• v.39 no.4
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• pp.455-478
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• 2023

Expectations and interests in blended learning are increasing as universities respond to the educational flow of transition to e-lernring. This study tried to explore and understand the meaning of and the properties of blended instruction. In addition, through the literature review, this study was to find out how bleanded learning affected in teaching and learning situation. Particularly, it was to find out students' preference to the type of blended instruction. Those types are the mixed of or the unique of class instruction(off line), on line, and recorded instruction. To investigate learners' preference to the type of the instruction and also the reason of the preference, in this study, the 27 undergraduate students of the fourth grade in the major of mathematics education in the C university located in G area. By the result, most students preferred the mixed type of instruction involving off line and recorded instruction. The reason is that they could attend to the class while participating in the group activity positively and understand the content through the communication in depth and the instructor's feedback. Because of this reason, they did not prefer to the only one type insturction such as the recorded type.

• Educational Technology International
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• v.6 no.2
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• pp.23-41
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• 2005

One of the main factors that determine the quality of instruction is the teaching ability of the instructor administering the class. To evaluate teaching ability, methods such as peer review, student feedback, and teaching portfolio can be used. Among these, because feedback from the students is directly associated with how well the students feel they have learned, it is essential to improving instruction and teaching ability. The principal aim of instruction evaluation lies in the evaluation of instructor's qualification and the improvement of instruction quality by enhancing professionalism. However, the mandatory instruction evaluations currently being carried out at the term's end in universities today have limitations in improving instruction in terms of its evaluation items and times. To improve the quality of instruction and raise teaching abilities, instruction evaluations should not stop at simply being carried out but also be utilized as useful data for students and teachers. In other words, they need to be used to develop teaching and improve instruction for teachers, and consequently, should also exert a positive influence on students' scholastic achievements and learning ability. The most important thing in evaluation is the acquisition of accurate information and how to utilize it to improve instruction. The online instruction diagnosis item pool is a more realistic feedback device developed to improve instruction quality. The instruction diagnosis item pool is a cafeteria-like collection of hundreds of feedback questions provided to enable instructors to diagnose their instruction through self-diagnosis or students' feedback, and the instructors can directly select the questions that are appropriate to the special characteristics of their instruction voluntarily make use of them whenever they are needed. The current study, in order to find out if the online instruction diagnosis item pool is truly useful in reforming and improving instruction, conducted pre and post tests using 256 undergraduate students from Y university as subjects, and studied the effects of student feedback on instructions. Results showed that the implementation of instruction diagnosis improved students' responsibility regarding their classes, and students had positive opinions regarding the usefulness of online instruction diagnosis item pool in instruction evaluation. Also, after instruction diagnosis, analyzing the results through consultations with education development specialists, and then establishing and carrying out instruction reforms were shown to be more effective. In order to utilize the instruction diagnostic system more effectively, from planning the execution of instruction diagnosis to analyzing the results, consulting, and deciding how those results could be utilized to instruction, a systematic strategy is needed. In addition, professors and students need to develop a more active sense of ownership in order to elevate the level of their instruction.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.05a
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• pp.281-284
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• 2008

Recently, Khronos institude OpenGL ES 2.0 API for support Shader 3.0 model that can possible variable graphic processing. For this reason, the mobile device have need of supporting processor for a shader 3.0 model. We should extend instruction's length to support OpenGL ES 2.0 API, so we need more memory size. In this paper, we propose a new instruction form that adopted variable length and unit instruction architecture. This proposed instruction architecture that support to Shader 3.0 model has consist of 32bit unit instructions up to 4 which can be combined for embellishing each other. Therefore, it can execute flexible instruction combination and reduce waste of instruction fields.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.23-43
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• 2012

This study investigates the effects of three different types of instruction, namely form-based, comprehension-based, and production-based on the development of Korean university students' (n=137) comprehension and production of English relative clauses (RCs). The extent of improvements was analyzed by administering pre-and post-tests consisting of two comprehension tests (selecting the right form of RCs and the right picture descriptions) and one production test (combining two sentences). Findings of this study suggest that all three types of instruction increased participants' comprehension and productions of RCs. However, there appeared differential effects by the instruction type. It was found production-based instruction was most effective in promoting comprehension, followed by comprehension-based instruction. Comprehension-based instruction worked best with the development of production, suggesting that the effects of comprehension training did not only work for increasing comprehension skills, but also transfer to production skills. The type or level of tasks employed for each instruction appeared to play an important role in causing such results. Form-based instruction displayed the lowest improvements in both comprehension and production of RCs. A sentence-combination task employed for form-based instruction appear to result in mere explicit rule explanations without chances to notice rules in context or use their knowledge in practice.

• IEMEK Journal of Embedded Systems and Applications
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• v.14 no.2
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• pp.103-111
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• 2019

The IoT-driven large-scaled systems consist of connected things with on-chip executable embedded software. These light-weighted embedded things have limited hardware space, especially small size of on-chip flash memory. In addition, on-chip embedded software in flash memory is not easy to update in runtime to equip with latest services in IoT-driven applications. It is becoming important to develop light-weighted IoT devices with various software in the limited on-chip flash memory. The remote instruction execution in cloud via IoT connectivity enables to provide high performance software execution with unlimited software instruction in cloud and low-power streaming of instruction execution in IoT edge devices. In this paper, we propose a Cloud-IoT asymmetric structure for providing high performance instruction execution in cloud, still low power code executable thing in light-weighted IoT edge environment using remote instruction execution. We propose a simulated approach to determine efficient partitioning of software runtime in cloud and IoT edge. We evaluated the instruction cloudification using remote instruction by determining the execution time by the proposed structure. The cloud-connected instruction set simulator is newly introduced to emulate the behavior of the processor. Experimental results of the cloud-IoT connected software execution using remote instruction showed the feasibility of cloudification of on-chip code flash memory. The simulation environment for cloud-connected code execution successfully emulates architectural operations of on-chip flash memory in cloud so that the various software services in IoT can be accelerated and performed in low-power by cloudification of remote instruction execution. The execution time of the program is reduced by 50% and the memory space is reduced by 24% when the cloud-connected code execution is used.

• Journal of Science Education
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• v.33 no.1
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• pp.152-163
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• 2009

This study aims to describe, explain, and understand the process of coteaching instruction in which two pre-service science teachers plan, perform, and reflect the instruction in a university lecture. Pre-service science teachers exchanged their perspectives on teaching, selected the learning model and the science content to teach, and prepared the teaching material together. They performed the coteaching using the lecture room effectively and exchanging the role of leading the instruction. The professor and other pre-service science teachers participated to the coteaching instruction directly or indirectly with the role of students or lesson critics, and shared the evaluation and reflection on the instruction. We discussed the meaning and implication of the coteaching instruction on the secondary education field, the science teacher education, and the science education.

• Journal of information and communication convergence engineering
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• v.6 no.3
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• pp.285-288
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• 2008

Most of multimedia processors for 2D/3D graphics acceleration use a lot of integer/floating point arithmetic units. We present a new architecture with an efficient ALU, built in a smaller chip size. It reduces instruction cycles significantly based on a foundation of multi-thread operation, variable length instruction words, dual phase operation, and phase instruction's coordination. We can decrease the number of instruction cycles up to 50%, and can achieve twice better performance.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1354-1366
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• 2013

The purpose of this study was to analyze the types of teachers' questioning between verification laboratory instruction and discovery laboratory instruction. Results were that there was no difference in questioning types in verification laboratory instruction and discovery laboratory instruction. Most teachers in two types of laboratory instruction used closed questionings more than open-ended questioning. This shows that teachers' laboratory instruction processes are focusing on 'get the content' rather than consideration of the characteristics of laboratory instruction types. Such results show that the teachers in verification laboratory instruction and discovery laboratory instruction provide little opportunity for children to improve in scientific thinking. Therefore, teachers should make good plans with a questioning strategy that can be adapted to the types and characteristic of laboratory instruction. If teacher's questioning is practiced well in the science class, it can improve students' scientific thinking and science laboratory instruction.

• Research in Mathematical Education
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• v.15 no.2
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• pp.197-208
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• 2011

By using the recording and quantitative analysis of two videos about "The multiplication and division of the Fractions" and the "Flanders Interaction Analysis System," we classified the teachers' language of instruction in algebra classroom and also analysis the language of instruction in the different teaching process. The results after the analysis as follows: (1) The proportion of time was taken in teachers' language of instruction is high and vary in types, most of the teachers' language is teachers' question; (2) In the different teaching process, the proportion of time was taken in teachers' language of instruction is different; (3) Teachers attached importance to explain the example and had the similar teaching strategy, but the teachers' language is different; (4) In the practice process, teachers placed importance on exploring the tough question and its teaching strategies are different. The teachers' questions are the main teachers' language of instruction.