• Journal of the Korean earth science society
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• v.31 no.4
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• pp.392-402
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• 2010

The purpose of this study is to analyze and evaluate the self-directed learning contents of Earth science area in the basic course of the 7th grade. For this purpose, we applied the 'Cyber Home Study Content Quality Control Tool' presented in 'Elementary Secondary Education e-Learning Quality Management Guidelines (Ver.2.0)' of Korea Education & Research Information Service (2008). The results of contents analysis are as follow: First, it was presented that the study guide introduced the contents which should be studied for one class, properly. And it was not analyzed that the diagnosis assesment was not completed in the initiative study; Second, it was possible to study choosing the contents fitting the learner's level of learning in the main study, it was comprised of about 15 minutes. Third, it was performed without feedback for incorrect answers in the learning assessment, just the number of wrong questions. And the learning arrangement present the important contents learned in that class, summarizing and arranging again. The results of content evaluation are as follows: First, a big difference was not showed against the needs analysis, instructional design, interaction in each class. And the evaluation of the ethics was not included a word or sentence not suitable. The evaluation of copyright, it was analyzed that Work within the content display in compliance with international copyright Second, the evaluation of instructional design presented mainly the description of a simple picture based, the visible resources like flash card were poor. And in the evaluation of Supporting System, it was presented that the contents were installed so that it was freely available for learners. But it was analyzed that there was no memo-function learners were able to jot down something during the studying contents. And in the evaluation for evaluation, the clear valuation basis about the described content was not presented. So there were slightly differences for each class. Third, in the evaluation and analysis for learning content, it was presented that there were some big differences for each class because it was not composed of the latest information, not corrected and complementary.

• Korean Journal of Child Studies
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• v.30 no.6
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• pp.223-235
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• 2009

Elementary education in Korea has variously changed and developed during the last thirty years. Among all the progressive changes, the improvement of teaching conditions is considered to be the most fundamental one. The number of students assigned to a class or a teacher has decreased to a considerable extent. Cyber teaching-learning has been peformed at school and home, and English education has been emerged as a significant part of the Korean public education. The research issues constantly considered essential over the past three decades starting in the 1980's are those related to curricula, teaching-learning methods, training of teachers in-service, and education for upright characters. The practical and political issues should be dealt with to revise the three integrated subjects and text books into a sole integrated subject and text book, to double the credential of teachers in terms of professionalism and to decrease the number of students per teacher in Korea to the OECD level.

• The Journal of Korean Association of Computer Education
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• v.13 no.3
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• pp.77-90
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• 2010

e-learning standardization has already had a major impact on budget reduction goals through the application of national policy projects such as Cyber Home Learning System and Digital Textbook. It also corresponds with green paradigm, recently attracting more attention, by contributing to reduce carbon dioxide through preventing duplicate development. In the 21st century the concept of convergence and the role of e-learning standardization to unite education and technology have gained popularity on conversation topic agendas. This research is aimed at establishing strategic countermeasures for international standards and help plot the direction for future standardization policy through the development of a mid-to long term roadmap using delphi research targeted at e-learning standardization experts. In addition, it attempts to establish a broad base to improve standardization awareness and diffusion.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.154-159
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• 2008

2005년 사이버가정학습 시스템이 구축되어 운영되고 있지만 많은 학생이 이를 외면하고 사교육에 많은 시간과 비용을 사용하고 있다. 사이버가정학습을 이용하는 학생들의 인지양식 특성을 두 집단으로 나누어 각각 교육만족도를 분석하였다. 그 결과 장독립적인 인지양식 학생들은 학원, 과외 등의 사교육으로 사이버가정학습 이용률이 저조하였고 잘 정리된 자료와 콘텐츠를 사이버가정학습에서 이용하고 싶어 했고 사이버가정학습의 내용과 콘텐츠에 대해서는 긍정적인 의견이 많았다. 장의존적인 인지양식 학생들은 가정에서 컴퓨터 사용 환경이 쉽지 않아 이용하지 못하는 학생이 많았으며 현재 사이버가정학습의 만족도가 높게 나타났으나 만족도 조사에서 사이버선생님에 대한 불만이 비교적 많이 나타났다.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.51-55
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• 2010

현대사회는 지식 정보화 사회이다. 이러한 지식 정보화 사회에서는 단순한 지식의 습득보다는 문제 상황에 적절한 아이디어나 해결방법의 모색을 통한 정보처리능력이 필요하다. 이를 위해 기존의 학교교육을 벗어나 교육수요자 중심의 교육체제가 활발히 도입되고 있는 데, 그 중 하나가 바로 각 시 도교육청에서 추진하고 있는 사이버 가정학습이다. 사이버 가정학습은 시 공간의 제약을 받지 않으며 학습자들이 언제 어디서라도 스스로 학습할 수 있고 능동적인 선택을 통해 자신의 능력과 적성을 개발할 수 있는 새로운 패러다임의 교수 학습형태이다. 따라서 시대의 흐름에 맞도록 사이버가정학습의 활성화를 통해 학교교육과 사이버교육의 통한 시너지 효과를 발생시킬 수 있는 방안을 모색할 때이다. 현재 학교현장에서 실시하고 있는 사이버가정학습을 고찰하고, 앨리스(Alice)를 활용한 프로그래밍 수업을 실시하여 아동의 창의력과 문제해결력 향상에 효과가 있다는 것을 밝히고자 하며, 본 연구에서는 사이버가정학습을 활용한 프로그래밍학습을 적용한 후, 학생들의 창의력 및 문제해결력에 어떠한 영향을 주었는지 분석하여 그 지향할 방안을 모색하고자 한다.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.23 no.6
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• pp.61-67
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• 2023

The rise of 5G and the proliferation of smart devices have underscored the significance of multi-access edge computing (MEC). Amidst this trend, interest in effectively processing computation-intensive and latency-sensitive applications has increased. This study investigated a novel task offloading strategy considering the probabilistic MEC environment to address these challenges. Initially, we considered the frequency of dynamic task requests and the unstable conditions of wireless channels to propose a method for minimizing vehicle power consumption and latency. Subsequently, our research delved into a deep reinforcement learning (DRL) based offloading technique, offering a way to achieve equilibrium between local computation and offloading transmission power. We analyzed the power consumption and queuing latency of vehicles using the deep deterministic policy gradient (DDPG) and deep Q-network (DQN) techniques. Finally, we derived and validated the optimal performance enhancement strategy in a vehicle based MEC environment.

• Journal of The Korean Association of Information Education
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• v.15 no.1
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• pp.93-100
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• 2011

Previous studies on educational programming language reported that programming education can help students develop their abilities in cognitive, logical and reflecting thinking for problem solving. In this study, we examined the effects of Scratch programming language education on self-directed learning ability through six-grade elementary school students. The study results are that the treatment group shows more improvement with statistical significance on the subscales of self-directed learning such as openness, internal motivation, and autonomy, than the control group. These effects are especially larger with the students with high ICT literacy, whose degree is higher than that as a result of using digital textbook, UCC, and cyber home education reported in previous studies.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.59-64
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• 2007

본 연구에서는 사이버가정학습을 교사가 교실 수업과 사이버가정학습 시스템을 연계하여 운영함에 있어 어떤 요인이 사이버가정학습에 대한 학습자 만족에 영향을 미치는지를 분석하였다. 기술수용모형을 기반으로 Y초등학교 5학년 학생들을 대상으로 6개월간 운영한 후 설문조사를 실시하였다. 분석결과 초등학생들에게 사이버가정학습 만족도는 지각된 유용성과 용이성에 의하여 결정되는 것으로 나타났으며, 자기주도적 학습 능력과 학습결과보상기능은 사이버가정학습을 긍정적으로 수용할 수 있는 유용성에 상당한 영향을 미치는 중요한 요인으로 작용하는 것으로 분석되었다. 만족도에 영향을 미칠 것으로 예상했던 교육적 효과, 콘텐츠 품질은 만족도를 직접적으로 유발시키는 본질적인 요인이 아님을 알 수 있었다. 학습지원기능, 시스템 안정성 및 편리성, 상호작용 등 시스템적인 기능이 만족도에 유의미한 영향을 미치지 못하는 것으로 나타났다. 이 요인들은 단지 콘텐츠의 품질을 향상시키는 효과를 가지며, 이 효과를 통해 교육적 효과를 강화시키는 역할을 수행하는 것으로 분석되었다. 따라서 학습을 지원하는 기능, 시스템 안정성 및 편리성, 선생님과 학생 또는 학생 간의 상호작용이 가능하도록 지원하는 모든 시스템적인 기능은 수강생의 만족도에 직접적인 영향을 미치거나 만족을 이끌어 낼 수 있는 본질적이고 핵심적인 요인이 아님을 알 수 있다.

• Journal of the Korean Home Economics Association
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• v.47 no.10
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• pp.63-72
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• 2009

The purpose of this study was to investigate Korean elementary school children's extracurricular activities by gender, grade and area from a sample of 3,608 children in six Korean provincial areas except Jeju-do. They responded to the questionnaire developed by the researchers. Data were analyzed by frequency and percent using the SPSS PC 15.0 program. Results were as follows: Firstly, 3,337 children(92.5%) participated in extracurricular activities, and the rest(7.5%) did not. This result illustrates that the majority of Korean elementary school children are taking part in at least one or more out-of-school activities. Secondly, the average number of extracurricular activities in which elementary school children participated was 8.48 and the average time allotted was 655.24 minutes; each child took about 8 activities and spent approximately 10 hours per week. Thirdly, main extracurricular activities in which children participated were to go to educational institutes, to take art/physical education lessons, and to study self-learning materials. Lastly, what elementary school children wish to do most in their spare time was to play the computer games, to take a rest, to enjoy family and friend relationships, and to watch the television.

• The Journal of Korean Association of Computer Education
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• v.13 no.2
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• pp.25-34
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• 2010

The Internet has brought us a new paradigm called WEB 2.0 which inherently represents the openness, participation, sharing, and cooperation. The WEB 2.0 has rendered people to actively participate in the creation of information and to dynamically interact with others to build mutual knowledge-bases, introducing a whole new web environment. One of the most representative techniques demonstrating the value of the WEB 2.0 is the WIKI which is essentially based on the 'Collective Intelligence' and the 'Wisdom of Crowds'. So far, the WIKI has drawn lots of attention for its potential as an educational tool. In this research, we explored the educational potential of the WIKI by investigating various programs and web-based tools offering WIKI services, and then, analyzing the usage model and characteristics of its users. Based on the analysis, we developed a WIKI-based instructional model and also proposed concrete lesson plans adopting this model. Besides, we introduced preliminary methodologies on the active use of the WIKI in the Edunet and the Cyber Home Learning System as well.