• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.157-165
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• 2020

As interest in software education has increased, discussions on teaching, learning, and evaluation method it have also been active. One of the problems of software education teaching method is that the instructor cannot grasp the content of coding in progress in the learner's computer in real time, and therefore, instructors are limited in providing feedback to learners in a timely manner. To overcome this problem, in this study, we developed a software education support system that grasps the real-time learner coding situation under block-based programming environment by applying a learning analysis technique and delivers it to the instructor, and visualizes the data collected during learning through the Hadoop system. The system includes a presentation layer to which teachers and learners access, a business layer to analyze and structure code, and a DB layer to store class information, account information, and learning information. The instructor can set the content to be learned in advance in the software education support system, and compare and analyze the learner's achievement through the computational thinking components rubric, based on the data comparing the stored code with the students' code.

• Information and Communications Magazine
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• v.31 no.12
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• pp.81-88
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• 2014

본고에서는 교육내용 성취기준 링크드데이터 프로파일 설계 및 활용에 대해 소개한다. 성취기준은 학생들이 학습의 결과로 반드시 알아야 할 지식, 능력 및 태도를 구체적으로 명시한 것으로서 국가 교육과정의 중요한 요소로 인식되고 있다. 따라서 교수학습지원시스템은 성취기준 링크드데이터 프로파일을 기반으로 교육과정, 수럽계획, 학습자원, 평가 등을 연계할 수 있도록 구현되어야 한다.

• Journal of the Korea Society of Computer and Information
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• v.3 no.2
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• pp.125-130
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• 1998

One of the most urgent problems facing 21 century might seem to be a preparation for an advanced education against an information society and have relation to a new information supporting system in teaching as well as leaning. Nevertheless, our educational circumstances have a lot of problems because an effective information supporting contents for teaching and leaning is insufficient. Especially, we've never been making every effort to develope educational contents providing students with a type of information and knowledge database even though the education which come into use internet has been raising a social issue. Therefore, we propose a model of learning contents for supporting www based distance learning system.

• The KIPS Transactions:PartA
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• v.14A no.3 s.107
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• pp.159-166
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• 2007

A arrival of u-teaming paradigm requires many u-teaming system and model that is varied and support to distance education, Accordingly, the distance education system in u-learning environment has attracted a fair amount of critical attention. However there remain many questions, as yet unresolved, such as it is difficult to maintain interaction between tutor and learner, the construction of system is a great expense to them, a tutor, who manages the system, lacks technologic background, in most current distance education system. To solve these problem, some preliminary observations have to be made first: to keep teaming process in situation that it is unconnected with tutor, to construct the system economically, and to make to be easy-to-use. Therefore, in this paper, we develop the 'Intelligent U-Learning System using Cyber Tutor', which includes the conception of u-learning such as mobility, immanency, supports to keep learning without real tutor by cyber tutor, and removes technological and economical costs, verify the validity.

• 대한공업교육학회지
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• v.37 no.1
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• pp.183-204
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• 2012

This study was to analysis perception about Teaching & Learning Support System of the school of Rural Areas in Korea. In order to accomplish the study purpose, the study conducted a research through Web Survey method and examined their recognition. Major findings of this study were as follows: First, Student was satisfied with TLSS of the school of Rural Areas in Korea. Students would like to 'using e-learning with Electronic board and Tablet PC' among program contents. But the system' utilization was low. However, 90% of the students wanted that teacher usually using the FASTEL. Second, Teacher satisfaction was lower compared to the students is relatively. Teachers prefer 'various after school program' to 'using e-learning with Electronic board and Tablet PC'. However, learning effective of using FASTEL system was a 73.8% of teachers are effective is aware and had. Third, 35% Students recognized that are using the pastel system, frequently, On the other hand, the teachers are 60% and to recognize that there was. The reason doesn't the system to good use is slow wireless. Still, e-learning classroom infrastructure for satisfaction was high. Fourth, Teachers recognized students and the pastel system interaction than other e-learning system high. FASTEL System used in the most uncomfortable things on e-learning classroom Wireless Internet phenomena and lost content lacking, in order, I was told. Therefore, there is an urgent need to improve to include Wireless Internet speed improvements and various content added support, easy-to-use instructional tools Add support order selected.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.16 no.10
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• pp.26-33
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• 1998

• Proceedings of the Korea Contents Association Conference
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• 2015.05a
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• pp.423-424
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• 2015

본 논문은 학습 수준에 따라 개인별 또는 그룹별로 학습이 가능하도록 지원하는 단체 학습 시스템을 제안한다. 제안하는 시스템은 교수자가 학습능력과 수준의 차이에 따라 학습자를 수준별로 그룹을 임의로 설정하여 설정된 개별 학습자 혹은 학습자 그룹별로 각기 다른 학습 콘텐츠를 제공하도록 함으로써 학생들이 같은 공간, 간은 시간대에 있더라도 개인별 맞춤 학습을 진행하는 것이 가능하다. 개별 학습자 또는 학습자 그룹별로 학습을 독립적으로 진행할 수 있도록 제어함으로써 모든 학습자는 개인화된 학습 시스템을 각기 사용하는 것과 같은 효과를 누리게 된다.

• Journal of the Korea Computer Industry Society
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• v.2 no.9
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• pp.1139-1146
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• 2001

The value of Web in information societyis increasing in the field of education. Web Based Instruction (WBI) has an unlimited possibility of access the information. It also overcome the constraint of time and space more than the previous class learning method. The previous WBI system informed the results of study to learners after a professor's lecture and test was given. The uniform test didn't make the professor recognize the learner's evaluation according to the level of the learner and it couldn't be a reason to change a teaching method. In this paper, we discuss the Learning Evaluation(LE) component which can support a teaching method to teachers. We suggest LE component for supporting teachers as suggesting visually the test result of pre-test by step and post-test with several ways after analyzing, designing and realizing the evaluation of the test based on CDP(Component Development Process).

• Journal of Korea Multimedia Society
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• v.7 no.7
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• pp.944-955
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• 2004

The modern society as a high-level information-oriented society lays a great emphasis on lifelong education. It emphasizes all the learners' creative learning ability and various teaching-learning methods as well. We need the self-directed learning to meet these requirements, and one of the solutions is the self-directed teaching-learning process employing the web. Though many educators, so far, developed a number of teaching materials, they are no more than web-based teaching materials for simple learning activities or simple item-bank systems. So, this paper suggests an problem-solving based and self-directed learning system on web in order to overcome such simplicities, and it shows design and implementation of the system. Suggested learning system enables learners to get thinking skill though self-directed control of learning level after they learn the basic concepts and principles on the web as self-directed learning. For example, the system was applied to mathematics education for a middle school students. It supports a test of questions chosen from the item bank in a self-directed way, and helps learners to understand their learning levels for themselves and to solve their questions through on-line discussions with their instructor. The system can also be helpful in improving the learners' learning effects by sharing mutual information through the data room or the Q&A between learners and learners or between learners and instructors.

• The KIPS Transactions:PartB
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• v.8B no.5
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• pp.429-440
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• 2001

To achieve a computer tutor framework with high learning effects as well as practicality, the goal of this research has been set to developing an intelligent tutor for problem-solving in mathematics domain. The maine feature of the CyberTutor, a computer tutor developed in this research, is the facilitation of a learning environment interacting in accordance with the learners differing inferential capabilities and needs. The pedagogical information, the driving force of such an interactive learning, comprises of tutoring strategies used commonly in various domains such as phvsics and mathematics, in which the main contents of learning is the comprehension and the application of principles. These tutoring strategies are those of testing learners hypotheses test, providing hints, and generating explanations. We illustrate the feasibility and the behavior of our propose framework with a sample problem-solving learning in geometry. The proposed tutorial framework is an advancement from previous works in several aspects. Firstly, it is more practical since it supports handing of a wide range of problem types, including not only proof types but also finding-unkown tpes. Secondly, it is aimed at facilitating a personal tutor environment by adapting to learners of varying capabilities. Finally, learning effects are maximized by its tutorial dialogues which are derived from real-time problem-solving inference instead of from built-in procedures.