• Journal of The Korean Association of Information Education
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• v.9 no.3
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• pp.397-406
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• 2005

The goal of this research is to prove the efficiency of direct instruction by developing and applying an ICT teaching and learning course for physical education based on a direct instruction model. The curriculum for physical education requires the instructors example and feedback, and sometimes classes may be difficult to conduct due to reasons such as weather conditions. Also, in actual learning, the application of a learning model is inadequate. In these cases, using an ICT teaching and learning course, experts can show examples instead. The learners are provided with individual and suitable feedback and can make it practical for them by slowing down motions, sectional motion learning, and repetitive learning. It can also enhance the sharing of the instructors teaching and learning methods. Therefore, this research recomposed the commonly used direct teaching and learning methods in physical education in order to make it suitable for ICT utilized lessons. It was recomposed in a procedural model and each level was explicated, and in order to materialize this, an ICT teaching and learning course was developed. This was then applied to a Fifth grade class, and its learning effects were analyzed.

• Proceedings of the Korean Information Science Society Conference
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• 2000.04b
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• pp.687-689
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• 2000

정보사회가 되면서 새로운 교수방법들이 많이 개발되었고, 컴퓨터의 발전으로 과거에는 나타날 수 없었던 새로운 형태의 게임들도 존재한다. 본 논문은 컴퓨터 학습을 하는 방법에 있어 캐릭터를 활용한 온라인 퀴즈게임을 이용하였다. 퀴즈게임은 학습자의 흥미도를 높일 수 있고, 계속적인 학습자 관찰이 가능하여 학부모와 교사에게 전자우편으로 결과를 피드백 해줄 수 있는 특징이 있다. 이 퀴즈 게임을 개발하는데 요구되는 사항과 특징들을 설계 상에서 살펴보고, 아이템과 시스템에 요구되는 각종 자료 구조를 설계하였다. 이 시스템을 통하여 학생들은 서로 협동하게 되고, 경쟁을 통하여 학습의 효과를 높일 수 있을 것이다.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.111-122
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• 2005

The goal of this study was to investigate the differences in the effect of feedback from different providers on elementary school students' science achievement and to examine the responses of the students regarding the feedback. Three 6th grade classes were chosen to be assigned as experimental group 1, experimental group 2, and control group, respectively. In experimental group 1, the teacher provided feedback with students concerning the formative evaluations which were conducted periodically. Experimental group 2 was the one in which students were organized into small groups to compose and exchange feedback with one another. No feedback was of offered to students in the control group. The results of the science achievement test indicated ,that the provision of feedback by the teacher resulted in more gains in student academic achievement. The interviews with students revealed that the learners made positive responses to the feedback provided by the teacher while they showed negative attitudes toward the feedback exchange among students. There were also differences in student responses to feedback between high and low achievers in science. Implications for science lessons and science education research were presented and discussed.

• Therapeutic Science for Rehabilitation
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• v.1 no.2
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• pp.14-22
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• 2012

Introduction : The purpose of scholarly paper is to review of motor learning concepts and to examine in integration of motor learning research finding in occupational therapy services for adults with hemiplegia. Body : The principles of motor learning is stage of learning, type of task, practice and feedback. Depending on stage of learning, therapist need to apply of the principles. In early stage of learning, therapists should be promote patient's awareness about therapeutic goals, task performance environment and how to perform. Whole practice, blocked practice and constant practice improve performance skill. In the latter stage of learning, therapists have to design a intervention protocol for patient to use the implicit feedback. Random practice and open task facilitates performance skills. Conclusion : When establishing the a intervention plan for adults with hemiplegia, therapists should systematically developed the principles of motor learning. Intervention program must be established by applying the principles of motor learning in accordance with the learner's level of task performance, and modified depending on the therapeutic progress.

• Journal of Educational Research in Mathematics
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• v.14 no.4
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• pp.347-366
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• 2004

Recently, there have been many assessment researches in Korea. The aim of this study is to reflect on framework for mathematics assessment in RME which is based on Jan de Lange's assessment theory and to induce desirable directions for our mathematics assessment in nation-level and class-level. In order to attain these purposes, the present paper reflects the philosophy of RME, Jan de Lange's framework for mathematics assessment, assessment framework of the unit 'Side Seeing', one of Mathematics in Context textbook series, as an exemplar to which Jan de Lange's framework is applied. Based on these reflections, it is discussed that it needs to specify achievement standards presented in mathematics curriculum more particularly in order to have framework including mathematical abilities of level 2 and level 3 in Jan de Lange's framework appropriate to our situations, to apply the framework to nation-level and class-level consistently, and to enhance abilities of teachers and student teachers for mathematics assessment.

• Communications of Mathematical Education
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• v.31 no.4
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• pp.457-485
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• 2017

The Self-reported Evaluation tool developed in this study allows the learners to check and evaluate their own learning by determining the details that are self-assessed. Also this tool allows learners to receive feedback on their self - evaluation results. In this study pre - post test was performed to investigate the effect of self - assessment on the learners' tendency of studying math. The result showed that Self-reported evaluation improved self - confidence, self - strategy on learning mathematics, and meta-cognitive ability. Also by conducting a qualitative analysis of the Self-reported evaluation, students practiced the cognitive activities such as summarizing the contents they have learned that day. They also tried to understand and improve the learning habit, attitude, and learning state. Teachers were also able to communicate with students by providing individual questions and feedback through student's individual Self-reported Evaluation.

• Proceedings of the Korea Information Processing Society Conference
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• 2005.11a
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• pp.389-392
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• 2005

본 논문의 컴포넌트 검색 시스템의 성능을 향상시키기 위해 사용자 피드백을 효율적으로 수행하는 방법을 제안하고자 한다. 기존의 퍼지 기법이 적용된 삼각형 모양의 퍼지화 함수는 컴포넌트를 선택할 때마다 매번 4가지 경우의 그래프를 재구성해야 하는 어려움이 있다. 본 연구에서는 이러한 피드백의 단점을 극복하기 위하여 검색된 컴포넌트의 선택여부에 따라 동일한 함수이지만 학습률을 달리할 수 있는 가우시안 함수를 이용한 상호작용 함수를 제안한다. 가우시안 함수를 피드백 함수로 채택 시 함수의 파라메타에 따른 검색 성능을 비교하고, 이를 토대로 가장 효율적인 동적 상호작용 함수를 제안하여 소수의 컴포넌트로도 좋은 검색 결과가 가능한 검색 시스템을 구축하고자 한다.

• The Journal of the Korea Contents Association
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• v.20 no.1
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• pp.573-580
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• 2020

The purpose of this study was to explore and to suggest the effective teaching methods for university students to improve their speaking abilities through peer assessment-feedback and self assessment-feedback based presentation and debate class. The objects and content of the study were the students who took a class "Reading and Communication" of H university, and here examine closely the speaking activities and their effects during the integrated activities of 'reading, speaking and writing'. In speaking education peer and self assessment feedback is to form an emotional consensus among the students and encourage active participation, and enable self-discovery and communication learning to students. As a result of the study, it was found that the variety speaking practice had a very positive effect on the attitude of speaking and the psychological aspect, and it was confirmed that the evaluation and feedback activities had a meaningful learning effect on the students. Effective speech education and guidance measures should be continuously studied and developed.

• Smart Media Journal
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• v.12 no.9
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• pp.89-94
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• 2023

Recommender systems provide users with the most favorable items by analyzing explicit or implicit feedback of users on items. Recently, as the size of deep-learning-based models employed in recommender systems has increased, many studies have focused on reducing inference time while maintaining high recommendation accuracy. As one of them, a study on recommender systems with a knowledge distillation (KD) technique is actively conducted. By KD, a small-sized model (i.e., student) is trained through knowledge extracted from a large-sized model (i.e., teacher), and then the trained student is used as a recommendation model. Existing studies on KD for recommender systems have been mainly performed only for implicit feedback settings. Thus, in this paper, we try to investigate the performance and accuracy when applied to explicit feedback settings. To this end, we leveraged a total of five state-of-the-art KD methods and three real-world datasets for recommender systems.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2003.11a
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• pp.441-445
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• 2003

사이버 교육은 시간과 공간의 제약을 벗어나 각종 멀티미디어 자원을 이용함으로써 기존 교육 방식을 보조하거나 대체하게 되었다. 온라인 학습자들을 평가하고 교육과정을 개선할 수 있는 평가 시스템에 대한 연구는 다양한 교육 컨텐츠에 비하여 부족한 편이다. 본 논문에서는 JSP 와 JDBC 기술을 이용하여 문제 은행 시스템을 설계하였다. 기존의 학습 평가 시스템과는 달리, 데이터 표현을 위하여 XML 언어를 사용하였으며, 객관식 문제의 난이도 조절을 위한 피드백 및 단답형 주관식 문제에 대한 채점방식에 대한 고려를 평가 시스템 설계에 포함하였다. 문제은행은 문항의 형태, 내용, 난이도 등을 포함한 문항의 특성과 관련된 정보들을 체계적으로 저장하여, 보다 정확한 학습 평가 시스템이 되도록 설계하였다.