• Education of Primary School Mathematics
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• v.24 no.4
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• pp.203-216
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• 2021

Seeing the elapsed time as a quantity that can be measured is quite challenging for students while making students see it is also challenging for teachers. Tuning on these challenges, this article reports on what learning opportunities elementary teachers provide when they teach elapsed time focusing on quantitative objectification. I observed three mathematics classrooms where the elapsed time was taught by three elementary teachers and did a narrative analysis on the instructions. All three teachers utilized certain tools to support students access to the elapsed time as a quantity. They appropriated various quantitative attributes of the tool. In the case of the analog clock, one teacher tried to quantification the elapsed time with the number of minute hand's turning, while the other teacher indicated the distance of minute hand's moving. One teacher represented the elapsed time with the longitudinal attribute of the time band. Standing on the findings, the didactical implications of various attempts for quantitative objectification of the elapsed time implemented were discussed.

• Journal of the Korean association of regional geographers
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• v.4 no.2
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• pp.201-217
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• 1998

This paper examined the strategy of experiential learning on Web-based cyberspace for constructive education of social studies. The results as follows : The first, constructivism has brought the paradigm shift in traditional principles of teaching and learning, constructivism is not a theory about teaching, it is a theory about knowledge and learning, learning is understood as a self-regulated process of resolving inner cognitive conflicts that often become apparent through experience, collaborative discourse, and reflection. It is proper for constructive education of social studies to carry out from cognitive constructivism to socio-cultural constructivism, from socio-cultural constructivism to cognitive constructivism and co-constructivism, considering the aim or objectives of social studies education. The second, Web-based Instruction(WBI) can provide learners for constructive environments which can be proper for teaching and learning. WBI was suggested as the best medium for constructive education of social studies in the information age. WBI must design teaching and learning so that may not be teacher-centered, if teacher-centered, it is not constructivism. The third, Web-based cyberspace is the proper mediated experience fields for experiential learning to effectively study regions or space because of overcoming distance fractions through the time-space convergence, it actualize the constructive education of social studies in the space age.

• Journal of the Korean Society of Marine Environment & Safety
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• v.16 no.2
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• pp.195-200
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• 2010

Basing on the recommendation and guideline of IALA, Korean VTS authority made an instruction about the training and qualification of VTS operators, and three model courses for training have been performed at a training institute which has one VTS simulator. However, the simulator has not been enough to make training fully satisfactory because of several signs of limitations including inaccurate method for calculating ship's movement and inconvenient location for training. In this paper, a new simulator was proposed to make up for the weak points replacing the current simulator. The proposed simulator adopts mathematical model for calculating exactly ship's movement which heightens the effect of training with simulator. And also it can be used through Internet so as to make long-distance training possible without visiting the training center. The effectiveness and the convenience of training with the proposed simulator are expected to be improved.

• The Journal of Korean Association of Computer Education
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• v.8 no.2
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• pp.41-51
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• 2005

Although distance education system based on WBI theory has already been generalized in domestic universities and some private academical institutes, the use of the system in the real fields of schools is in the early stage now. In this paper, we develop a model of English learning system for middle school students and improve students' learning methods through the system. The system also makes students study all the learning topics which they choose in the system freely and repeatedly. It was applied to the middle school students. The analysis of the application showed the following results. First, it was very effective for students to achieve the learning objectives of the course of English. Second, the system made students improve their abilities to study English and also increase their abilities to surf the Internet and glean useful information. Third, the system made it possible for students to accomplish individual learning.

• Physical Therapy Rehabilitation Science
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• v.8 no.3
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• pp.158-161
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• 2019

Objective: Attentional focus is one of the critical factors that has consistently been demonstrated to enhance motor performance and motor skill. Focusing attention on the inside of the body while engaging in a particular exercise is called internal focus (IF) and focus on the external environment is called external focus (EF). The purpose of this study was to identify effects of IF and EF of attention on postural balance in healthy school-aged children. Design: Cross-sectional study. Methods: Twenty-four healthy school-aged children participated in this study. School-aged children was defined as children ages 8-12 years old. They performed the one-legged standing with EF (focusing on the marker at the level of participants' chest and 150 cm away), IF (focusing the supporting feet), and control (no instruction) respectively. The order of the focus condition was randomly selected. The center of pressure (COP) range, distance, and velocity was measured to compare the effects of applying different attentional focuses in the three conditions. Results: The results of our study show that differences in COP range, distance, and velocity among groups were not significant between the different attentional focuses, although all variables of EF were smaller than IF. It is postulated that the reason for this may be that school school-aged children between 8-12 years old go through a transitional phase from IF to EF in effective motor learning. Conclusions: These findings reveal that the type of attentional focus did not have any effect on postural balance in healthy school-aged children.

• Journal of the Korean association of regional geographers
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• v.11 no.2
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• pp.169-186
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• 2005

This paper has focused on the geographical patterns of migrations and the influence of housing value(apartment) per pyung on the migrations within the one city(Seoul) for 1995$\sim$2003. The migration flows which are composed of the origin, the destination and the number of migrants, are examined at the administrative gu and dong level. As most migrations occur among adjacent gus and dongs, short-distance migration is prominent But there is a tendency for the short-distance migrations to occur between specific regions. Since the economic crisis of 1997 out of which Korea was rescued by IMF, differentiation of housing price is so evident that residental relocation is selective among dongs. It seems that the differentiation of housing price has begun to facilitate the relocation of households. Certain social groups are excluded from high-quality residences, as they cannot afford the high price. The number of migrants between dongs is closely related to the variation of the housing value per pyung within dongs. The short-distance migration may reflect this phenomena simultaneously. It seems that the intra-urban migrations in Seoul play a important role to produce and reinforce the residential segregation.

• The Journal of Korean Association of Computer Education
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• v.8 no.1
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• pp.1-12
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• 2005

In this paper, we analyze the course 'computer' on middle and high schools. and propose new organization of the course to enhance the ability of self-directed learning. We also develop a learning system for new organization, based on self-directed teaching and learning principles. The developed learning system makes students choose the topics according to their interest and advance learning by the schedule they set by themselves. To promote students' participation, the teacher also gives students various learning tasks. Through e-board and Q&A, we also accelerate mutual communication among teachers and students, to do teaching-learning activities vigorously.

• Journal of the Korea Convergence Society
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• v.8 no.3
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• pp.177-184
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• 2017

The purpose of this study was to explore children and robot interaction in distant language learning environments using three different video-conferencing technologies-two traditional screen-based videoconference technologies and a telepresence robot. One American and six Korean elementary school students participated in our case study. We relied on narratives of one-on-one interviews and observation of nonverbal cues in robot assisted language learning. Our findings suggest that participants responded more positively to interactions via a telepresence robot than to two screen-based video-conferencings, with many citing a stronger sense of immediacy during robot-mediated communications.

• Educational Technology International
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• v.22 no.2
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• pp.111-137
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• 2021

Embracing the important roles of presence, this study focused on exploring how to enhance online learners' learning engagement and learning achievement in distance higher education settings. More specifically, this study examined the structural relationships among university students' teaching presence, social presence, learning engagement, and perceived learning achievement in online learning environments using structural equation modeling. Data were collected from 206 university students enrolled in online courses in the second semester of 2020 at two large universities. According to the results of the data analysis, there was a significant relationship between teaching and social presence. Teaching presence and social presence predicted learning engagement that positively affected perceived learning achievement. Teaching presence was strongly associated with perceived learning achievement while social presence had a negative impact on that. Additionally, learning engagement had a mediating effect on the relationship between teaching presence and perceived learning achievement. This study found that students who perceived higher levels of teaching and social presences tend to more engage in learning, leading to perceiving better learning achievement. The findings suggest that the design, development, and implementation of effective online instruction should be needed to promote learning engagement, which can be linked to enhancing students' learning achievement. Implications and discussion are addressed in this article.

• The Journal of Korea Institute of Information, Electronics, and Communication Technology
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• v.14 no.6
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• pp.461-466
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• 2021

Drone can be controlled by the method such as Bluetooth communication for close distance and can be controlled through network communication for long distance. Especially, the coordinate is set using GPS and drone is controlled using network communication and video communication when the activity range is long distance. However, the drone should be controlled by receiving control authority accordingly in response about it appropriately when the drone leaves the control area after arriving at the destination if there is a problem with network communication and video communication. So, this study proposes a method to control a drone with a simple mutually promised simple gesture and the drone can be controlled in the proposed method even if the drone leaves from the control authority in above situation. The reference posture was established for mutually promised simple gesture algorithm and automatically handed over the control authority of drone to a person who takes the reference posture when the drone recognizes it to implement this. And all the movements of the drone could be controlled by starting the beginning of all commands from the reference posture (The hovering posture of the drone). Lastly, the control authority of the drone should be returned after achieving the purpose, and the algorithm was implemented to make the drone can perform next action of its own, and it was confirmed that the drone was operating normally by the mapped instruction.