• Journal of Digital Convergence
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• v.7 no.3
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• pp.113-122
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• 2009

The majority of programming education in the learning place attaches importance more to grammar, memorization of the imperative sentence and explanation of the program language itself than the specific way to use the target language. In addition, it is mainly used to teach theoretical knowledge based on the text. Consequently, current programming education has not interested learners in the programming learning and has not improved their ability in programming problems of the real world. We therefore developed a learning tool of C-language, which is based on the Console Wrapper. The purpose of proposing the learning tool was to make the programming education break from the typical theoretical learning and to let learners be interested in the programming education. By using the dynamic screen instead of the static console screen, the learners could enjoy learning the program. As a result of this study, we could know that the programming education using our learning tool is more effective than the typical C language programming education.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.796-800
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• 2006

In this paper, we developed an e-loaming contents for C programming language using Linux and open source software, not using commercial integrated development tool like Microsoft's Visual Studio. In most programming language courses, students study or practice the programming language by editing source code compiling and running the executable code by commercial software like Visual Studio which installed on each PC. This way of learning has some difficulties in total cost of purchasing software and using other PCs which donot have proper software installed. To overcome this situation and enable loaming anywhere, with any device, at anytime, we propose a way of utilizing Linux and open source software in Web-based learning environment. In this environment students can input their source code on the form of broweser and get the result instantly from the server.

• Journal of Audiology & Otology
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• v.23 no.3
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• pp.121-128
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• 2019

Background and Objectives: There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. Subjects and Methods: Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. Results: Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group (p<0.05). Conclusions: The SP training (with/without feedback) is a beneficial learning tool for history taking to students in audiology major.

• Korean Journal of Audiology
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• v.23 no.3
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• pp.121-128
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• 2019

Background and Objectives: There is a scant evidence on the use of simulations in audiology (especially in Malaysia) for case-history taking, although this technique is widely used for training medical and nursing students. Feedback is one of the important components in simulations training; however, it is unknown if feedback by instructors could influence the simulated patient (SP) training outcome for case-history taking among audiology students. Aim of the present study is to determine whether the SP training with feedback in addition to the standard role-play and seminar training is an effective learning tool for audiology case-history taking. Subjects and Methods: Twenty-six second-year undergraduate audiology students participated. A cross-over study design was used. All students initially attended two hours of seminar and role-play sessions. They were then divided into three types of training, 1) SP training (Group A), 2) SP with feedback (Group B), and 3) a non-additional training group (Group C). After two training sessions, the students changed their types of training to, 1) Group A and C: SP training with feedback, and 2) Group B: non-additional training. All the groups were assessed at three points: 1) pre-test, 2) intermediate, and 3) post-test. The normalized median score differences between and within the respective groups were analysed using non-parametric tests at 95% confidence intervals. Results: Groups with additional SP trainings (with and without feedback) showed a significantly higher normalized gain score than no training group (p<0.05). Conclusions: The SP training (with/without feedback) is a beneficial learning tool for history taking to students in audiology major.

• English Language & Literature Teaching
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• v.8 no.1
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• pp.15-38
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• 2002

This article explored 9 EFL learners' emotional reactions they experienced in order to locate sources of EFL apprehension in university-based classroom settings. As part of further establishing construct validity of the measure (the FLPAS) Kim (2002) developed, lengthy interviews were adopted with focus on sources of discomfort with a variety of forms of language learning tasks. Findings showed that the interviewees confirmed most of the statements in the measuring tool, thereby increasing the trustworthiness of the measure. Specifically, the following themes or categories emanated from the analysis of interview data: (a) anxiety about performance in EFL classrooms; (b) EFL anxiety or discomfort about difficulties with cultural understanding; and (c) EFL anxiety induced by instructor and instruction.

• Proceedings of the KIEE Conference
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• 1996.11a
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• pp.407-410
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• 1996

In this Paper, we propose the feedback method having neural network to control the chaotic signals to periodic signals. This controller has very simple structure, it is immune to small parameter variations, the precise access to system parameters is not required and it is possible to follow ones of its inherent periodic orbits or the desired orbits without error, The controller consist of linear feedback gain and neural network. The learning of neural network is achieved by error-backpropagation algorithm. To prove and analyze the proposed method, we construct a software tool using c-language.

• Journal of IKEEE
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• v.19 no.2
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• pp.276-281
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• 2015

Engineers increasingly rely on computers and their computer programming skills for their works. As a result, most engineering curricula have introduced a computer programming courses. However, students consider the subject to be unrelated to their core interests and often feel uncomfortable when learning to program for the first time. To overcome these difficulties, several studies have proposed the use of physical computing paradigm. This paradigm takes the computational concepts out of the PC screen and into the real world so that the student can interact with them. This paper proposes Arduino platform as a tool for attracting interest of the programming and reports the results of questionnaire survey analysis.

• Journal of Software Assessment and Valuation
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• v.17 no.2
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• pp.109-116
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• 2021

Traditionally, the engineering field has been dominated by face-to-face education focused on experimental practice, but demand for online learning has soared due to the rapid development of IT technology and Internet communication networks and recent changes in the social environment such as COVID-19. In order for efficient online education to be conducted in the engineering field, where the proportion of experimental practice is relatively high compared to other fields, virtual laboratory practice content that can replace actual experimental practice is very necessary. In this study, we developed a line tracer model and a virtual experimental software to simulate it for efficient online learning of microprocessor applications that are essential not only in the electric and electronic field but also in the overall engineering field where IT convergence takes place. In the developed line tracer model, the user can set various hardware parameter values in the desired form and write the software in assembly language or C language to test the operation on the computer. The developed line tracer virtual experimental software has been used in actual classes to verify its operation, and is expected to be an efficient virtual experimental practice tool in online non-face-to-face classes.