• Journal of KIISE
• /
• v.42 no.4
• /
• pp.451-458
• /
• 2015

Previous multimodal learning methods focus on problem-solving aspects, such as image and video search and tagging, rather than on knowledge acquisition via content modeling. In this paper, we propose the Multimodal Concept Hierarchy (MuCH), which is a content modeling method that uses a cartoon video dataset and a character-based subtitle generation method from the learned model. The MuCH model has a multimodal hypernetwork layer, in which the patterns of the words and image patches are represented, and a concept layer, in which each concept variable is represented by a probability distribution of the words and the image patches. The model can learn the characteristics of the characters as concepts from the video subtitles and scene images by using a Bayesian learning method and can also generate character-based subtitles from the learned model if text queries are provided. As an experiment, the MuCH model learned concepts from 'Pororo' cartoon videos with a total of 268 minutes in length and generated character-based subtitles. Finally, we compare the results with those of other multimodal learning models. The Experimental results indicate that given the same text query, our model generates more accurate and more character-specific subtitles than other models.

• Knowledge Management Research
• /
• v.5 no.1
• /
• pp.19-38
• /
• 2004

The present paper examines the effect of "community of learning" factors as well as learning and contextual factors on the e-learning performance empirically. The concept of community of learning, which was derived from community of practice, has not been emphasized in previous studies on e-learning. Data were collected from 226 people who had experienced e-learning and multiple regression analysis was used to analyze the data. The results are as follows; First, learning motivation and appropriateness of learning contents, ease of system use, and knowledge sharing have a positive effect on learner's satisfaction. Whereas, learning motivation, appropriateness of learning contents, ease of system use, knowledge sharing, and activated communication are appeared to affect the ability of performing tasks significantly.

• International Journal of Computer Science & Network Security
• /
• v.22 no.9
• /
• pp.224-230
• /
• 2022

The intent of this paper is to unveil the effectiveness of different learning environments (traditional, electronic, blended) in educational institutions through a set of dimensions: an introduction to traditional education and e-learning, the importance and objectives of e-learning, the difference between e-learning and traditional education and teachers' roles in e-learning, the challenges facing the use of e-learning. It also introduces blended learning, providing an account about its emergence, concept, importance, the difference between blended learning and e-learning, the advantages of blended learning, and the challenges confront using blended learning.

• Educational Technology International
• /
• v.10 no.1
• /
• pp.137-155
• /
• 2009

The purpose of this research is to develop Blended-TBL(Team Based Learning) model that emphasizes the active participation and teamwork of students in on-off blended learning environment, and apply it into the college course and explore whether self-regulated learning between one group pretest and posttest is different. For this, this research investigated the concept and the characteristics of Team Based Learning, and developed the Blended-TBL Model to apply it into the college course, and finally prove effects of Blended-TBL model on self-regulated learning using Motivated Strategies for Learning Questionnaire (MSLQ). The participants in this study were 57 college students. They participated in on-off blended-TBL course for 15weeks. Participants followed the content grounded and the problem solving steps in collaborative team-based learning. This research practiced a quantitative research to find out the statistical difference of the self-regulated learning between pretest and posttest using SPSS. The result revealed that Blended-TBL students improved self-regulated learning including motivation, cognitive, metacognitive, and resource management. Based on this result, this research discussed the effects of Blended-TBL on Self-Regulated Learning and suggested the further study.

• The Mathematical Education
• /
• v.47 no.2
• /
• pp.221-224
• /
• 2008

The article shows that the concept 'weight' and the concept 'heaviness' give rise to different abstractions in the sense of Piaget and that these two concepts are differentiated by set-theoretic devices. The failure of differentiation of these two concepts 'weight' and the 'heaviness' can cause the failure of learning of the difference between reflective abstraction and empirical reflective abstraction. To explain the Piagetian abstrcation in a classroom, the author suggests to use the concept 'color' instead of the concept 'weigtht'.

• The Journal of Korean Association of Computer Education
• /
• v.6 no.4
• /
• pp.115-123
• /
• 2003

It's difficult to find efforts for individualization other than suggesting simple, branching level learning materials among the developed courseware. The reason is primarily attributed to the facts that the courseware itself is not flexible, a fixed structure which is not reusable, and numerous costs and time should be consumed to develop one. In the same context of the appearance of the object-oriented concept in the method of software development, the concept of 'learning object' has appeared in the development of courses and contents, paving the way toward the possibility of designing versatile courses through the learning object. In the learning object-based course design, however, it still has similar shape and structure to the existing courseware, and the effort to realize the individualized learning by utilizing the learning object is not sufficient, as well. In this study, I suggest a outlined learning object model which can support the individualized learning by expanding the existing learning object, and based on th is model. design a instructional model that can show an individualized learning path, based on the ADDIE model.

• Asia Marketing Journal
• /
• v.17 no.1
• /
• pp.27-53
• /
• 2015

Learning organization has been an important issue in both management and marketing areas. Also learning capability is a key construct of innovation process in a firm. Especially, in marketing context, several researchers have studied market-based learning and its relation with performance. Previous studies have shown that market-based learning has a positive impact on overall firm performance. However, there has been inconsistency in the concept of market-based learning itself and its relationships with antecedents and consequences. Given this conflicting and inconsistent results of previous research, this study has two main objectives. First, this paper proposed a conceptual framework that marketbased learning has two types of processes and each types of market-based learning will generate different types of performance. Second, the mediating role of marketing capability in learning-performance link is proposed. The proposed conceptual framework shows that organizations which have marketbased learning for innovation management can enjoy ambidextrous firm performance on both side of effectiveness and efficiency via marketing capability. Moreover our research model proposes key drivers of market based organizational learning.

• Communications of Mathematical Education
• /
• v.31 no.1
• /
• pp.85-101
• /
• 2017

The purpose of this study is to investigate how elementary school students understand and use the number line relating number concept and what is the main problem in the learning process. For the efficient achievement of this purpose, we investigated how the number line metaphor is related to the number concept and considered the role of the number line on Freudenthal's number concept teaching theory. The test conducted to find the degree of understanding and difficulty on using the number line by actual elementary school students consisted of two questions ; to find appropriate number corresponding to the given number on the number line and to identify contents of chapters about the use of number line on each grade. It was found that many students couldn't solve the problem represented by the number line though they could solve the problem represented by other ways such as number track and pictures. The only difference between the two problems was the way of representation, and they had same contents and structure. This study tried to figure out the meaning of this phenomenon. Also, by using various teaching-learning method (number track, pictures, empty number line, and double number line etc.), this study was aimed to provide the way to help learning 'related number concept' and to solve the difficulty on understanding the number line.

• Journal of The Korean Association For Science Education
• /
• v.28 no.8
• /
• pp.796-813
• /
• 2008

A good understanding of how gifted science students understand physics is important to developing and delivering effective curriculum for gifted science students. This dissertation reports on a systematic investigation of gifted science students' reasoning model in learning physics. An analysis of videotaped class work, written work and interviews indicate that I will discuss the framework to characterize student reasoning. There are three main groups of students. The first group of gifted science students holds several different understandings of a single concept and apply them inconsistently to the tasks related to that concept. Most of these students hold the Aristotelian Model about Newton's second law. In this case, I define this reasoning model as the manifold model. The second group of gifted science students hold a unitary understanding of a single concept and apply it consistently to several tasks. Most of these students hold a Newtonian Model about Newton's second law. In this case, I define this reasoning model as the coherence model. Finally, some gifted science students have a manifold model with several different perceptions of a single concept and apply them inconsistently to tasks related to the concept. Most of these students hold the Aristotelian Model about Newton's second law. In this case, I define this reasoning model as the coherence model.

• Journal of The Korean Association For Science Education
• /
• v.19 no.3
• /
• pp.471-478
• /
• 1999

In this study, the relationships among learners' cognitive variables, motivational variables, and conceptual understandings in learning with analogy were investigated. The instruments regarding analogical reasoning ability, field dependence-independence, mental capacity, and logical thinking ability were administered. Some subtests (self-efficacy, expectancy, self-concept of ability, and value) of the Patterns of Adaptive Learning Survey were administered. After students learned with a worksheet that included analogy, a conception test regarding 'stoichiometry that included limiting reagent' was also administered. It was found that learners' conceptual understandings were significantly correlated with the logical thinking ability and the field dependence-independence among the cognitive variables, and the self-efficacy and the self-concept of ability among the motivational variables. The multiple regression analysis of the cognitive variables on conceptual understandings revealed that the logical thinking ability was the most significant predictor. The field dependence-independence also had predictive power. In the analysis of the motivational variables, the self concept of ability was the only significant predictor.