• Journal of the Korea Computer Industry Society
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• v.5 no.2
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• pp.193-202
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• 2004

In this paper, we studied about method that instructor and learner execute teaching-learning activities and about the educational effects of a web based practice instruction. And, in practice instruction, we examined about role and influence of instructor, learner and manager. This study shows the method that instructor and learner execute teaching-learning activities and interaction activities in a "construction of e-business system" curriculum to support the informational education for an industrial workers. The research subject was the 15 industrial workers who enrolled a informational instruction coulee provided for two weeks by kimpo college, As a research method, workers survey, interview, and profile analysis were used for this study. The result of this study show that interaction between instructor, learner and manager was not executed actively, but the manner of lecturing about interest of learner, usage of email, question and answer of bulletin board, online-practice were brought an effect on interaction of learner activities and the educational effects.l effects.

• Archives of design research
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• v.18 no.3 s.61
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• pp.149-160
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• 2005

The Purpose of this study is to embody self-directed learning management system and contents which are considered of learner's interactivity and usability in e-learning environment; It is based on self directed teaching and learning strategies. It divides type of interaction centering on the learners into four categories: (1) learner and instructor (2) learner and learner (3) learner and contents (4) learner and learning management system. The specific elements of learning management system is set up and embodied to present the interaction strategies according to the above-mentioned patterns, to improve the self-directed learning ability and to facilitate an online communication. The learning contents based on the self directed learning strategies, design the interface in due consideration of the learners' usability based on six strategies such as simple navigation, consistency, intuitive interface, linkage, user supports and immediate feedback. This research makes up for the weak points in the self-directed functions of learning management system and links up with learning contents, therefore it has a value to improve learner's interactivity and usability. It is expected that the research results can be helpful in quality improvement of e-learning environment.

• Information Systems Review
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• v.10 no.2
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• pp.49-70
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• 2008

The increase in demand for e-learning has created a need to explore the implications of the emerging paradigm shift on the learning environment. To utilize information technology to improve learning processes, the pedagogical assumptions underlying the design of information technology for educational purposes must be understood. However, little theoretical development or empirical research has examined the learning effectiveness in web-based distance learning. In this regard, the primary purpose of this study is to investigate which factors of E-learning influence the effectiveness of education and expectation. Based on the prior studies of the education and business training field, research model and research hypotheses were developed. Factors studied in this paper were student characteristics, system environment and teacher characteristics. The result showed that the student characteristics has the significant effect on the effectiveness of education and expectation. However, the system characteristics and the teacher characteristics have the partial significant effects. This result is partially due to the subject characteristics of this study, because the subjects of this study are the students and they have already the experiences in IT and e-learning.

• Journal of the Korea Society of Computer and Information
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• v.19 no.4
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• pp.101-109
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• 2014

This paper aims to design and implement a collaborative learning system based on the augmented reality. The existing augment reality-based learning systems have just focused on interactivity between a system and learners without consideration of cooperability, thereby leading to an ineffective approach to encouraging an learning system to be more supportive and conducive of and to cooperation among learners. The collaborative learning system is a learning method, with which learners achieve a common objective through critical thinking and cooperative teamwork so as to seek solutions to such fulfillment. This requires positive interdependence, proactive interactions, a sense of responsibility shared by individuals as well as the group, and development of teamwork among learners. Educators and systems assume a critical role in helping the collaborative education be effective. An educator is responsible for defining a project at the outset of learning activities, organizing groups for learners, and providing evaluation criteria applied to a group's project activities. Meanwhile, a system shall support interactions to take place while facilitating learning activities. Furthermore, an educator shall provide a system for managing and evaluating activities involving interactions among learners. This paper suggests and embodies a collaborative learning system based on the augmented reality with consideration of the aforementioned collaborative education.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.662-665
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• 2013

ITS(Intelligent Tutoring System) is a system that provides active and flexible tutoring conditions to learners, having adopted artificial intelligence to overcome the limitations of CAI(Computer Assisted Instruction). However, the existing ITS has a few problems; the system provides the same contents to every learner, not considering main variants of their learning and achievement, characters and levels, and therefore, it does not generate satisfactory results; the system does not offer a properly designed course schedule. Therefore, this thesis proposes ARS(Adaptive Recommendation System), founded on ITS, that provides contents designed based on the characters and levels of learners. To catch the characters of learners, the important variant for successful learning, ARS applies and embodies a module of self-assessment test. Also, it puts weighs according to the areas of learning which is different from the simplified assessment that asks for short and mechanical answers for the purpose of knowing the levels of the learners.

• Proceedings of the Korea Information Processing Society Conference
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• 2014.04a
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• pp.533-535
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• 2014

본 논문은 교수-학생 음악학습 방식의 단점인 학생의 흥미가 낮아져 참여도가 저하되는 것을 개선하기 위해 멀티미디어를 활용한 교육방법을 제시한다. 제안하는 시스템은 악보를 읽을 수 없는 사람을 위해 악보를 MIDI 로 변환하여 연주해주는 악보인식 기능이 있다 휘파람을 통해 음정 인식하는 기능을 제공하며. 악보의 생성과 편집 기능을 통하여 작곡을 지원하는 기능도 있다. 또한 3D 피아노를 통해 연주법을 시각적으로 학습하는 기능을 제공한다. 이러한 MIDI 를 활용한 소프트웨어 도구를 통하여 기존의 학습 방법인 교수-학생지도 방식을 개선할 수 있다.

• Journal of The Korean Association of Information Education
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• v.6 no.2
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• pp.187-200
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• 2002

In this study, we developed Internet Based Problem Solving Learning Model based on difficulty of internet based problem solving teaching and learning. For these, firstly we developed 7 Steps Problem Solving Model applying ICT-EUS into proper step. Next, we developed Internet Based Problem Solving Learning Model reflecting 7 Steps Problem Solving Model and searched an outline and characteristics of support system to apply the model into instruction. The teaching and learning model is composed of four steps of (1) design (2) preparation (3) teaching and learning execution (4) management, and 7 Steps Problem Solving Model is the core of teaching and learning execution step. The 7 Steps Problem Solving Model and Internet Based Problem Solving Learning Model are not for functional use but for general use. In other words they can be used commonly in all subjects.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.12
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• pp.780-788
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• 2019

This study is intended to analyze flipped classroom learning activities, which have recently been spotlighted as a learner-centered teaching method in universities, from the perspective of cultural and historical activity theory. A survey and some participation observations were conducted with one professor and the students who participated in Educational Methods and Technology courses at A university. The components of the flipped classroom learning activities were analyzed based on the model of the activity system, and contradictions that appeared in the interactions between components were analyzed. Four implications were proposed for a more advanced flipped classroom learning activity system: the professor's and the learners' true identity recognition and role performance, strengthening the organic link between online and offline activities, support for alleviating the burden of teaching and learning preparation, and readjusting the system to support its smooth operation.

• 한국IT서비스학회:학술대회논문집
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• 2010.05a
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• pp.463-468
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• 2010

이러닝 체제를 관리하는 기존의 LMS/LCMS는 동영상의 콘텐츠 운영시 교수 학습간에 학습자의 정확한 진도율 측정이 힘들고, 교수자와 학습자간 사이에 실시간성이 부족하며, 콘텐츠 내 다양한 인터랙티브 요소의 제공에 한계가 있다. 이 논문에서는 이러한 이러닝의 한계를 극복하기 위해 실시간 동영상 콘텐츠를 지원하는 학습관리 시스템으로 콘텐츠 연계를 위한 기술을 분석 설계하여 콘텐츠간의 연계기술을 제안하고 동영상 콘텐츠 운영을 위한 플랫폼을 제시하여 기존의 단점을 보완한다. 이를 바탕으로 한 LCM/LCMS 기반기술은 시간 공간적 제약을 극복해 실시간 상호작용이 원활한 사이버 학습도구로 마련될 것이다.

• The Journal of the Korea Contents Association
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• v.10 no.10
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• pp.479-493
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• 2010

Along with the transformation of the knowledge-based environment, e-learning has become a main teaching and learning method, prompting various research efforts to be conducted in this field. One major research area in e-learning involves adaptive learning systems that provide personalized learning content according to each learner's characteristics by taking into consideration a variety of learning circumstances. Active research on ontology-based adaptive learning systems has recently been conducted to provide more efficient and adaptive learning content. In this paper, we design and propose an adaptive learning system based on the concept lattice of Formal Concept Analysis (FCA) with the same objectives as those of ontology approaches. However, we are in pursuit of a system that is suitable for learning of specific domains and one that allows users to more freely and easily build their own adaptive learning systems. The proposed system automatically classifies the learning objects and concepts of an evolved domain in the structure of a concept lattice based on the relationships between the objects and concepts. In addition, the system adaptively constructs and presents the learning structure of the concept lattice according to each student's level of knowledge, learning style, learning preference and the learning state of each concept.