• Convergence Security Journal
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• v.13 no.2
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• pp.101-109
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• 2013

Problem Based Learning(PBL) is one of effective teaching-learning strategy for enhancing military students' motivation, comparing with the other study method. After monitoring military student classes, we conclude that PBL can enhance the effectiveness of learning in War history case study education and finds merits; PBL assists students to play a more active role in the class, induces students to solve problems independently, and makes the learning military situation real case study. The case study is common in social sciences and life sciences. Case studies may be descriptive or explanatory. It is good for War history education. The demerit of PBL is a costly method as students should spend more time and institutions should provide more manpower and materials. This study suggests that more empirical researches on alternative teaching methods, including PBL, to a lecture in War history education.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.17 no.2
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• pp.153-165
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• 2022

The COVID-19 Pandemic incident forced all educational and learning activities to move online, so it is no longer an option to use information and communication technology for education and learning. Venture capital has made the largest investment ever in Edu-tech startups. This study investigates the factors influencing the intention to use digital technology in education, taking into account the Unified Theory of Acceptance and Use of Technology (UTAUT) along with digital literacy, which has become an essential ability in the digital age. As a result of the structural equation model analysis, we find that performance expectation, effort expectation, and social influence have a positive effect on the intention to use digital technology in education. Moreover, digital literacy has a positive effect on performance expectation, effort expectation, and social impact, but the direct effect on the intention to use digital technology on learning is not significant. Furthermore, to see the moderating effect of age, the results of multi-group analysis present that the differences between 10s and 60s, between 20s and 60s, between 30s and 60s on the path of social influence on the intention to use digital technology in education are significantly reduced. This study academically contributes to expanding the research on the factors affecting the intention to use digital technology in a specific situation of education by considering both digital literacy and Unified Theory of Acceptance and Use of Technology (UTAUT). In addition, it can be used as a practical guide to the factors to be considered for each age when making learning participants more actively use digital technology.

• The Journal of Korean Association of Computer Education
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• v.7 no.1
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• pp.141-149
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• 2004

Today there are many Web courseware systems for formative evaluation and feedback. Formative evaluation and feedback provided according to users' response in most Web courseware systems, however, are simple texts showing only whether correct or wrong, correct answers, relevant information, etc., far deviated from actual context. Thus such a system may weaken the corrective function of feedback and, as a result, reduce learners' understanding of contents and the possibility of learning transfer. In addition, according to the learning theory of constructivism, learning is influenced by the situation, in which it happens, and knowledge is learned and transferred differently depending on the context in which it is learned. In the background, this study designed and implemented a contextual error-correction feedback system that can provide feedback in a context closely related and similar to the relevant situation according to the response of learners when formative evaluation is carried out in Web courseware. In addition, it applied 'correction/correct-answer-providing feedback', 'relevant information providing feedback' and 'contextual error-correction feedback' to Web courseware for learning actual productivity S/W and verified if 'contextual error-correction feedback' is more effective than other two types of feedback for learners' academic achievement.

• Journal of Technology Innovation
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• v.29 no.2
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• pp.1-30
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• 2021

Recent years have witnessed various attempts of firms to acquire new knowledge. Purchasing intellectual property or merger and acquisition (M&A) can be such attempts, but joint venture can also be an effective way internalizing new complementary assets from external partners. However, due to difficulties in the formation and implementation of learning strategies, many joint ventures have failed to acquire necessary knowledge. In this respect, based on contingency theory and dynamic capability, the current research aims to investigate the failure case of knowledge transfer in an international joint venture - KEFICO established by Hyundai motors and BOSCH. Case firm optimized for hardware technology but did not establish a differentiated learning strategy and organizational structure to acquire software skills, which are intellectuals of different natures. Due to this inconsistency, it was not able for KEFICO to absorb new type of knowledge (skills related to engine control system). This study suggests the theoretical framework illustrating the case and provides some important implications for organizational learning.

• Journal of the Korean earth science society
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• v.27 no.2
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• pp.140-148
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• 2006

This is a theoretical study of which the goal is to investigate the meaning of a participation metaphor (PM) for learning and draw its implication for teaching and learning science. The review of relevant literature reveals that the PM is associated with the view of learning as ongoing participation in sociocultural practices within a community, and that cognitive apprenticeship is an instructional model related closely to the PM. It is then suggested that a community of learners should be developed if science teaching and learning are to be implemented in line with the PM. Finally, the present study briefly introduces a high school science club as an exemplar of science learning community, including what should be considered in science education research.

• Journal of Korea Multimedia Society
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• v.2 no.4
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• pp.468-475
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• 1999

Learning algorithm of SRNN doesn't use analytic maximum epoch, so that its performance is inefficient and its cost is high. In this paper, with the proper maximum epoch, we improve teaming efficiency. We first describe cost function of maximum epoch and computation time theoretically Then, using it, we propose that maximum epoch must be between 400 and 500. Estimated maximum epoch is verified by experiment.

• Journal for History of Mathematics
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• v.24 no.4
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• pp.181-200
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• 2011

The focus of gifted education program for math should not only be on how to select gifted students but also on how to magnify students' potential ability. This thesis supports Vygotsky's view, which provides an insight into gifted education field as an 'acquired giftedness' theory. The issues in this thesis suggest proper classroom models for current gifted education program together with moderate classroom atmosphere and optimum role of teachers.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.29-35
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• 2011

With the society rapidly changing, children are being asked respond quickly to these changes. Therefore, how children learn and think comes before what to teach, and we need to come up with ways to nurture their ability to proactively control their lives and studies. We attempt to use the technique of Accelerated learning, which focuses on the student's own ability toacquire and use information, to enhance the efficiency of information technology education. We designed the PLAY model based on accelerated learning and Multiple Intelligence Theory, and conducted ten experimental sessions on two groups of 70 second grade elementary school students.

• 전기의세계
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• v.39 no.8
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• pp.14-24
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• 1990

전문가 시스템 개발과정에서 완전한 경험적 규칙들을 얻는 것은 극히 어려운 작업이다. 전문가들이 확고한 경험적 규칙들을 얻기위해서는 오랜 시간이 걸리며, 그 얻어진 지식조차 확신할 수 없다. 또한 같은 분야 지식도 전문가들 사이에서 큰 차이를 보일 수 있다. 이러한 상황에서 전문가 시스템이 보다 완전한 지식베이스를 얻어, 주어진 영역에서 기존의 고도 전문가 수준의 전문성을 갖는 완전한 전문가로 활약하기 위해서는 지식 배제, 둘째 기존의 경험적 탐색 공간은 물론 보다 다양한 문제 해결 전략이 가능한 심층적 탐색공간을 제공하여 그로부터 새로운 문제 해결 지식을 학습하는 자기 학습기능이 필요하다. 본지에서는 이러한 자기학습 기능을 갖는 전문가 시스템의 알고리즘을 검토하였다. 그리고 끝으로 전력계통에 대한 적용예로서 전압제어 전문가 시스템을 설명하였다. 아직 전문가 시스템의 자기학습 기능의 구현은 초보적 연구에 머물고 있으며, 그들의 학습 능력조차 낮은 수준에 불과하다. 그러나 전문가 시스템 연구자들은 기존 전문가 시스템의 문제점과 그 적응능력의 중요성을 인식하고 있기 때문에 보다 진보된 개념(데이타들로부터 이론과 원리를 학습하는)이 도입된 자기학습 전문가 시스템의 적용연구는 앞으로 여러분야에서 폭넓게 이루어 질 것으로 기대된다.

• Journal of the Korean Geographical Society
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• v.49 no.6
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• pp.970-984
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• 2014

This study aims to inquire into experience of geography teachers participating in a teacher learning community based on the grounded theory methodology. Participation observation was conducted on one of geography teacher learning communities. The total of 11 research participants were selected to conduct in-depth interviews. The data collected were analyzed by the coding method proposed by Strauss and Corbin(1990, 1998). In open coding, 125 concepts, 43 sub-categories and 17 categories were drawn and in axial coding by paradigm model, phenomenon, conditions, action/interaction and consequences turned out. In selective coding, the participants were classified into four types and the condition/consequence matrix was developed. As a result of the analysis, first, participation, obstacles and continuous participation factors of geography teachers in the teacher learning community could be understood from multi-dimensional aspects. Second, principles of the collaborative teacher learning and the factors promoting collaborative teacher learning were established. Third, the professional development of geography teachers through teacher learning community could be understood.