• 한국산학기술학회논문지
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• 제1권2호
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• pp.49-55
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• 2000

본 논문에서는 피드백 사용형 2차 반복 학습제어 방법이 수렴 성능의 향상과 외란에 대한 강인성 향상에 덧붙여 학습제어의 피드백 항을 이용함으로써 초기 조건 오차가 있음에도 불구하고 이를 극복할 뿐만 아니라 기존의 알고리즘보다 더 빠른 수렴 능력이 있음을 확인한다. 또한 불안정한 결과를 낳는 높은 학습 제어 게인의 경우에도 피드백 항을 추가한 본 학습제어 방법에 의해 안정화됨으로써, 빠른 응답 특성과 강인성 향상을 가져올 수 있음을 보인다. 그리고 본 알고리즘을 선형화시킨 로보트 매니 퓰레이터의 선형 시변 시스템 모델에 대해 적용한 시뮬레이션 결과를 통해 초기 조건 오차의 극복 능력이 뛰어남을 확인하고 시스템의 안정화와 강인성 향상에 기여함을 확인한다.

• Educational Technology International
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• 제12권2호
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• pp.71-94
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• 2011

How can an automated essay scoring (AES) program, which provides feedback for essays, be a formative tool for improving ESL writing? In spite of the increasing demands for English writing proficiency, English writing instruction has not been effective for teaching and learning because of a lack of timely and accurate feedback. In this context, AES as a possible solution has been gaining the attention of educators and scholars in ESL/EFL writing education because it can provide consistent and prompt feedback for student writers. This experimental study examined the impact of different types of feedback for a college ESL writing program using the Criterion AES system. The results reveal the positive impact of AES in a college-level ESL course and differences between the teacher's feedback and the AES feedback. The findings suggest that AES can be effectively integrated into ESL writing instruction as a formative assessment tool.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 1993년도 한국자동제어학술회의논문집(국내학술편); Seoul National University, Seoul; 20-22 Oct. 1993
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• pp.760-765
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• 1993

A multivariable learning control is designed in frequency domain. A general to of feedback assisted learning scheme is considered and an inverse model based learning algorithm is derived through convergence analysis in frequency domain. Performance of the proposed control method is evaluated through numerical simulation.

• 한국정보과학회:학술대회논문집
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• 한국정보과학회 2002년도 봄 학술발표논문집 Vol.29 No.1 (B)
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• pp.280-282
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• 2002

본 논문은 웹 문서 여과시 사용자 모델링을 위해 사용되는 연관성 피드백 방법을 강화 학습 프레임웍에서 분석하고 강화학습 기반의 새로운 연관성 피드백 알고리즘을 제안한다. 제안된 방법은 강화 학습 프레임책상에서 기존의 방법을 일반화한 것으로 기존의 연관성 피드백 방법이 현재의 프로파일만을 상태로 사용하는 데 비해 과거 history부터 얻는 추가 정보를 사용하는 방법이다

• Transactions on Control, Automation and Systems Engineering
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• 제2권3호
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• pp.196-200
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• 2000

A neural controller for process control is proposed that combines a conventional multi-loop PID controller with a neural network. The concept of target signal based on feedback error is used fur on-line learning of the neural network. This controller is applied to distillation column control to illustrate its effectiveness. The result shows that the proposed neural controller can cope well with disturbance, strong interactions, time delays without any prior knowledge of the process.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 1989년도 한국자동제어학술회의논문집; Seoul, Korea; 27-28 Oct. 1989
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• pp.1140-1145
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• 1989

A general dynamic iterative learning control scheme is proposed for a class of nonlinear systems. Relying on stabilizing high-gain feedback loop, it is possible to show the existence of Cauchy sequence of feedforward control input error with iteration numbers, which results in a uniform convergance of system state trajectory to the desired one.

• Transactions on Control, Automation and Systems Engineering
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• 제2권2호
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• pp.136-139
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• 2000

A neural controller for process control is proposed that combines a conventional multi-loop PID controller with a neural network. The concept of target signal based on feedback error is used for on-line learning of the neural network. This controller is applied to distillation column control to illustrate its effectiveness. The result shows that the proposed neural controller can cope well with disturbance, strong interactions, time delays without any prior knowledge of the process.

• Educational Technology International
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• 제6권2호
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• pp.131-151
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• 2005

As student-centered learning grows, formative peer assessment practices have been universally used in various fields. According to the review of traditional peer assessment practices, the formative peer assessment has five common stages: planning, assessing (giving feedback), receiving feedback, reflection, and revising. As the each stage of traditional formative peer assessment has some weaknesses, the study discusses solutions that are recommended for dealing with the problems by introducing the potential benefits of web-based peer assessment. Then, desirable future trends of web-based peer assessment are suggested. The author hopes that understanding the potential benefits of web-based formative peer assessment will promote the proper use of peer assessment and render positive effect on student learning.

• Journal of Audiology & Otology
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• 제23권3호
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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.

• 대한청각학회지
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• 제23권3호
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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.