• The KIPS Transactions:PartB
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• v.8B no.4
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• pp.335-342
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• 2001

본 논문은 보로노이 공간분류를 활용하여 원격탐사 영상인식을 위한 다층 신경망 분류기를제안한다. 제안된 다층 신경망 분류기는 보로노이 다각형 영역으로 클래스를 구분하며, 초평면 방정식의 계수를 오류 역전과 학습 초기의 연결 강도, 임계치 그리고 은닉층의 노드 수로 결정한다. 제안된 방법은 오류역전과 학습 알고리즘에서 임의로 정해주던 초기 정보를 사전 분석에 의해 공학적으로 결정함으로써 느린 수렴 속도와 학습실패 등의 단점을 피할 수 있는 장점이 있다. 보로노이 다이어그램에 대한 경계선의 초평면 방정식은 훈련집합의 클래스별 평균값을 구하여 Mathematica 패키지로 계산하였다. 제안된 다층 신경망에 의한 영상분류기의 인식능력을 평가하기 위하여 원격탐사 영상인식에서 자주 활용되는 최소거리 분류 방법과 최대우도 분류 방법으로 처리해서 비교한 결과, 최소거리 분류 방법은 실험화상에 대해 81.4%, 최대우도 부류기에 의한 분류는 87.8%, 제안한 방법은 92.2% 정확성을 가진 분류결과를 나타냈다.

• Proceedings of the KAIS Fall Conference
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• 2008.05a
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• pp.198-201
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• 2008

인터넷의 비약적인 발달은 제어시스템의 설계 및 운영에도 많은 영향을 미치게 되어 지금까지와는 전혀 다른 시스템 구현이 가능한 환경으로 만들어 가고 있다. 이와 같은 배경에서 본 연구에서는 LabVIEW를 이용한 복합 공정의 제어 및 모니터링을 Web을 기반으로 한 새로운 방법의 원격제어 시스템을 사용하여 가상실험실을 구현하였다. LS산전의 GLOFA-GM3와 미쓰비시의 MELSEC-Q PLC를 각각 TCP/IP와 RS-232C통신을 사용하여 복합공정 제어 시스템을 구현하였다. NI사의 LabVIEW 프로그램에서 지원하는 Web 출판 기능을 사용하여 웹상에서 50대의 Clint PC의 접속을 가능하게 하여 원격으로 접속, 학습이 가능하도록 가상실험실을 구현하였으며 학습자들은 원격으로 복합 제어공정을 실시간으로 학습할 수 있게 되었다. 나아가 Web 상에서 원격제어의 가능성을 활용하여 산업체에서의 활용범위를 넓히고, 가상 교육환경의 가능성을 열었다.

• Proceedings of the Korea Multimedia Society Conference
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• 1998.04a
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• pp.438-443
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• 1998

최근 멀티미디어 응용 기술을 기반한 컴퓨터 교육 매체 개발이 활발히 진행되어 왔다. 본 연구에서 수준별 개별 학습으로 학습 효과를 극대화하기 위한 지능형 멀티미디어 교습 시스템(IMTS)을 제안한다. 제안하는 시스템은 활발한 상호작용으로 학습자의 상태를 진단하고, 개별 학습자 수준을 고려한 동적인 학습 과정을 능동적으로 수립하면서 교습 활동을 전개해 나간다. 제안하는 시스템은 다양한 학습자 수준과 상태에 따른 적응적 교습 과정을 수행하기 위하여 학습자 모델을 유지 관리한다. 그리고 다수의 학습자를 위한 원격 교습 과정을 수행하기 위하여 학습자 모델을 유지 관리한다. 그리고 다수의 학습자를 위한 원격 교습 시스템을 효율적으로 운영하기 위하여 교습 과정에 필요한 모든 모듈을 에이전트로 대체하여 클라이언트/서버 환경에서 교습 활동을 효율적으로 수행하도록 설계하였다.

• Journal of Practical Engineering Education
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• v.14 no.2
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• pp.447-457
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• 2022

The purpose of this study was to understand the parents' perceptions of the distance learning provided to students with disabilities and to explore the demands for educational support. A survey was conducted on a total of 2,392 parents of school-age children with disabilities. The survey questions were largely divided into the learning support to prevent educational gap, support for behavioral and psychological difficulties, and care support for educational welfare. As a result of the study, it was found that face-to-face education in schools was the most important to prevent the educational gap between students with disabilities, and counseling on distance learning methods and strategies suitable for the characteristics of the disabled in connection with the Special Education Support Center was the most necessary. As a learning support method for distance learning for students with disabilities, there was a high demand for individual learning support through preparatory special education teachers, and it was necessary to secure enough learning aids and assistive technology devices to be used appropriately when needed. In addition, psychological counseling and educational support for students with disabilities were requested, and there were demands for development of care programs suitable for the characteristics of the disabled and assignment of dedicated personnel. Based on the results of this study, this study suggested implications for students with disabilities to bridge the learning gap and provide educational support due to distance learning.

• Journal of Convergence for Information Technology
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• v.12 no.5
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• pp.51-61
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• 2022

The purpose of this study was to identify whether need of cognition have a mediating effect on media multitasking on learning engagement in online education. The subjects were 168 university students who had received online education for more than one semester, and data were collected using questionnaires on media multitasking, need of cognition, and learning engagement. For data analysis, correlation, hierarchical regression and Sobel test were performed using SPSS WIN 20.0 program. As a result of the study, there was a significant positive correlation between media multitasking and learning engagement (r=.52, p<.001), and a between need of cognition and learning engagement(r=.39, p<.001). Media multitasking had a significant effect on learning participation (β=.52, p<.001), and explanatory power was 27%. When need of cognition was input, the effect of media multitasking on learning engagement decreased (β=.52 ⟶ .44), so it was found that need of cognition had a partial mediating effect in the effect of media multitasking on learning engagement(Z=2.77). p<.01). Therefore, it is suggested to use online contents with learning to organizing a g a lesson syllabus for distance education, and to organize activities promoting media multitasking activities. Also, it is proposed to develop and apply various teaching strategies to promoting the need of cognition in the distance education.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.461-468
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• 2010

Peer evaluation is an evaluation centered on the student, through which interaction among students becomes active. The peer evaluation has a greater influence on students than a unilateral directions from the teacher has. This study aims to develop performance assessment models and tasks in which students participate using the remote responder in 4th grade social studies classrooms in the elementary school. It also aims to apply the developed models and tasks to class and to find out how they affect students' academic achievement and attitude. The student participation performance assessment using the remote responder appeared to bring a positive influence on social studies academic achievement and showed statistically significant results. The survey on the students' interests in using the remote responder and its effects conducted after the performance assessment showed positive results.

• Proceedings of the Korean Statistical Society Conference
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• 2002.05a
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• pp.41-44
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• 2002

통계학 및 실습 교과목의 원격학습에 필요한 제반요소의 구현방법, 특히 ASP와 웹-메일을 활용한 패키지 실습의 원격 운영에 대하여 설명한다.

• The Journal of Korean Association of Computer Education
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• v.5 no.2
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• pp.101-109
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• 2002

A remote cooperative studying system based on the Internet consists of a matching system of connecting remote class room with the others, a community system of making practical cooperative study by student's various. compensation and interaction, and a report system of sharing studying results and evaluating of studying achievements for individuals, groups and class. Especially I divide a course of cooperative studying into six parts; pre-preparation stage, group organization stage, interaction stage, result consultation stage, evaluation stage and follow-up stage. Because this system supply various interaction and responsible activity of groups, teachers naturally have confidence of education using ICT and students have basic ICT and the community-sense

• The Journal of Korean Association of Computer Education
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• v.6 no.2
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• pp.41-51
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• 2003

In the distance education systems, there are limited things while performing educational activities because there are to be problems in structural features of the Web. HTTP, a connection-less protocol, performs requests of client, however, does not hold on the status. Thus, by features of the Web, it is difficult to hold on the connection of learners and trace information asked by learners. Moreover, these problems make impossible not only a learner's connection continuity but also on-line interaction among the learners in the distance education. This thesis developed CHTP, an connection-based hypertext transfer protocol, based on HTTP and a new platform of distance education in order to track activities of learners. The developed web extension platform will make it easy to build up system for being helpful in a distance education because this thesis proposes a standardized way in the protocol.

• The Journal of the Korea Contents Association
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• v.11 no.2
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• pp.487-494
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• 2011

This paper is to investigate the efficacy of cyber education by self-assessment strategy. Self-assessment strategy contains self-monitoring function and self-control function. 202 students of online university attended and analyzed with frequency, correlation, t-test, Paired t-test. The major findings were as follows. The learners who experienced self-assessment in the initial stage of class had higher changes in social distance to the mentally disabled people positively than the learners who didn't experienced that. This self-assessment strategy can be assumed that it is effective strategy to improve e-learning efficacy and it will contribute to self-directed education for enhancement of on-line education.