• Journal of the Korean association of regional geographers
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• v.4 no.2
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• pp.201-217
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• 1998

This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

• Journal of Educational Research in Mathematics
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• v.12 no.1
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• pp.109-124
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• 2002

This study investigated various effects of WBD(web-based discussion) on mathematical communication, interaction and problem solving in the classroom. We developed a web site including BBS and chat room in order to encourage students' mathematical curiosities and self-studies. The web site had been operated for 6 months. Five classes of 1st grade students were selected from an middle school in Daejon. Moreover, we analyzed several cases for interactional behavior and effect. WBD promote dialogue between a teacher and students. Analysis of feed-back from BBS revealed that student's negative attitudes could be changed to positive ones by step-by-step discussions. Moreover, collaborative learning is enhanced by on-line discussion. But the effects of WBD are affected by the character and ability of a student.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.1
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• pp.399-417
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• 2013

The purposes of this study are to investigate students' attitudes regarding group projects and to suggest an effective way to promote collaborative learning using Wiki. This study employed a survey questionnaire, which was distributed to students enrolled in classes provided by a university in Seoul. The result revealed that students preferred individual projects to group projects because various barriers occur in the process of group projects. Students' responses also indicated that rapport among group members influences the success of a group project. In addition, Wiki, as a Web 2.0 tool for group collaboration, was recognized as being useful in terms of promoting openness, modification, and effectiveness. Based on these findings, this study suggests the following for effective collaborative learning: (1) conducting peer- and self-assessments to avoid social loafing, (2) establishing rapport among group members, and (3) using Wiki in an active manner.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.59-70
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• 2010

This study aims to analyze research trend of Web 2.0 use in education and to suggest directions for further studies. Sixty representative studies were selected and analyzed in terms of a developed framework of Web 2.0 based learning environments and an analysis scheme. This scheme is divided into five dimensions: research targets, research themes, types of Web 2.0 tools, learning theories and research methodology. The findings indicate that a majority of the previous studies aimed to share information and reflect thoughts in collaborative contexts through blogs and wikis at universities. Some implications were discussed for further studies.

• Research in Mathematical Education
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• v.15 no.1
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• pp.15-30
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• 2011

We study to design educational Logo-based microworld environment equipped with 3D construction capability, 3D manipulation, and web-based communication. Extending the turtle metaphor of 2D Logo, we design simple and intuitive symbolic representation system that can create several turtle objects and operations. We also present various mathematization activities applying the turtle objects and suggest the way to make good use of them in mathematics education. In our microworld environment, the symbolic representations constructing the turtle objects can be used for web-based collaborative learning, communication, and assessments.

• The Journal of Korean Association of Computer Education
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• v.8 no.4
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• pp.57-69
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• 2005

In this study we try to design and develop a mixed model of project-based learning with internet. In order to support the developed model, we separately developed a web-based tool, called Project Learning BBS. The classroom teaching for advertisement-photo production with the model has been carried out during May-July in 2002 and March-July in 2003 respectively with 40 students each. The overall activities of group collaborative work done during the teaching periods have been formatively evaluated with classroom observation, interviews and students' portfolios that were related to the processes of photo planning, video shooting and editing. It has also investigated how the students involved the web-based group discussion activities. In short, data analysis indicated that the participants accepted the proposed project-based learning model for their learning events in a positive way in order to increase the utilization of CMC.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.66 no.7
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• pp.1083-1091
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• 2017

As big data technologies have been developed and massive data have exploded from users through various channels, CEO of global IT enterprise mentioned core importance of data in next generation business. Therefore various machine learning technologies have been necessary to apply data driven services but especially recommendation has been core technique in viewpoint of directly providing summarized information or exact choice of items to users in information flooding environment. Recently evolved recommendation techniques have been proposed by many researchers and most of service companies with big data tried to apply refined recommendation method on their online business. For example, Amazon used item to item collaborative filtering method on its sales distribution platform. In this paper, we develop a commercial web service for suggesting music contents and implement three representative collaborative filtering methods on the service. We also produce recommendation lists with three methods based on real world sample data and evaluate the usefulness of them by comparison among the produced result. This study is meaningful in terms of suggesting the right direction and practicality when companies and developers want to develop web services by applying big data based recommendation techniques in practical environment.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.231-243
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• 2006

웹 커뮤니티 기반 온 오프라인 연계 자기주도 학습모형은 일반적으로 전통적인 면대면 교육방식이 갖고 있던 시간과 공간상의 제약 및 상호작용성의 한계를 극복하려던 e-Learning의 노력에서 한 걸음 더 나아가, e-Learning 교육 방식에 전통적인 면대면 교육방식이 갖고 있는 교육적 장점을 결합, 적절히 활용함으로써 학습효과를 극대화하기 위한 학습전략-소위 Blended Learning이다. 이에 이 논문에서는 교실이라는 제한된 범위를 넘어 다른 지역, 다른 학습자끼리 공동 관심사항에 대해 각기 자료를 검색하고, 취합하여 결과물을 공유하는 시스템을 적용하였다. 이 연구는 많은 사람들과의 연계를 통해 지기주도적 상호작용을 활성화한다는 점 이외에도 전문가 집단의 도움을 쉽게 받을 수 있으며 서로 다른 환경과 문화에 대해 통찰할 수 있는 기회를 제공해 준다는 점에서 의의가 있다.

• Proceedings of the Korea Multimedia Society Conference
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• 2001.11a
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• pp.786-792
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• 2001

가상교육에 대한 초등학교 아동들의 교육적 욕구가 증대되고 있는 상황에서 현재까지는 웹기반의 학습내용 게시 및 문제제출 등에 연구들이 많이 진행되어 왔다. 또한 현 교육과정에서 강조되고 있는 협동학습에 대해서도 이론적인 연구들이 많이 발표되었으나, 이를 학교 현장에서 실제적으로 협동학습 프로그램을 개발하여 운영하는 학교들은 거의 없다. 본 연구에서는 웹 기반의 학급 경영모델을 기본 환경으로 구축한 후, 이러한 학급경영모델에 협동학습을 지원할 수 있는 세부 내용을 설계하고 구현하였다. 현재 초등학교 1개 반을 대상으로 구현된 모델에 따라 학급을 운영하면서 학습현장의 문제점에 대해서도 고찰한다.

• Proceedings of the Korean Information Science Society Conference
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• 2004.04b
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• pp.667-669
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• 2004

적응적 웹기반 기법에서 학습자의 반응이나, 탐색 행동의 근본적인 원인이 되는 학습 동기, 지각 등에 대한 판단을 정확히 할 수 없기 때문에, 학습자에게 완전히 적응적인 수업 환경을 조성해 주는 데는 한계가 있다. 이러한 한계를 극복하기 위한 대안으로 학습자간 상호작용이나 협동 학습을 지원하는 웹기반 교수 시스템이 제안되고 있다. 본 논문에서는 웹기반 환경에서 학습자들간의 협동학습을 효과적으로 지원하는 적응형 교수 시스템을 제안한다. 본 시스템은 협동학습 공간에서 주어진 과제를 수행하기 위해 발생되는 학습자들의 대화와 서로간의 상호작용을 분석하여 적절한 조언을 제공함으로서 협동학습이 효과적으로 이루어 질 수 있도록 지원한다.