• Journal of the Korean Society of Earth Science Education
• /
• v.9 no.1
• /
• pp.1-14
• /
• 2016

The purpose of this study is to develop SPA system using diagnostic and formative assessment in earth science classes in order to discuss its effect on learning achievement and self-directed learning attitude. For this purpose, we developed total management system, app for teachers, and app for students. This research was practiced to 76 students in 5th grade. The results are as follows. Firstly, the group taking a class used by app for diagnostic and formative assessment had an effect of improving learning achievement. However, as for learning achievement long term endurance test, the group taking a class using app for diagnostic and formative assessment had no effect. Secondly, the group taking a class using apps for diagnostic and formative assessment had an effect of improving learners' self-directed learning attitude. As for self-directed long-term endurance test, the group taking a class using app for diagnostic and formative assessment had an effect. In conclusion, I hope that this SPA system might apply to the science classes as it is a system that will satisfy the needs of both teachers and students, giving much needed feedback to students.

• Journal of Korean Physical Therapy Science
• /
• v.28 no.3
• /
• pp.1-10
• /
• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

• Journal of Drive and Control
• /
• v.13 no.1
• /
• pp.1-9
• /
• 2016

Nowadays automatic transmission equipped vehicles prevail in construction and agricultural equipment due to their convenience in driving and operation. Though domestic vehicle manufacturers install imported electronic controlled transmissions at present, overseas products will be replaced by domestic ones in the near future owing to development efforts over the past 10 years. For passenger cars, there are many kinds of shift control algorithms that enhance the shift quality such as feedback and learning control. However, since shift control technologies for heavy duty vehicles are not highly developed, it is possible to improve the shift quality with an organized control method. A feedback control algorithm for neutral-into-gear shift, which is enabled during the inertia phase for the master clutch slip speed to track the slip speed reference, is proposed based on the power transmission structure of TH100. The performance of the feedback shift control is verified by a vehicle test which is implemented with firmware embedded TCU. As the master clutch engages along the predetermined speed trajectory, it can be concluded that the shift quality can be managed by a shift time control parameter. By extending the proposed feedback algorithm for neutral-into-gear shift to gear change and shuttle shift, it is expected that the quality of the shift can be improved.

• Journal of Digital Convergence
• /
• v.19 no.8
• /
• pp.75-88
• /
• 2021

Along with the advent of the Fourth Industrial Revolution, fostering young talents with convergent mind is getting important. Moreover pre-service teachers' ability to design proper convergent classes can be a meaningful issue for high quality future education. This study proposes the role of professors' exquisite feedback is so significant for developing their competence in STEAM education, It analyzed how various theories regarding feedback support them to enhance convergent knowledge with e-learning. They participated in the 5 step group and individual activities for creating STEAM lesson plan and received suitable feedback. Lastly a survey was performed. The researchers did modeling how integrative feedback was applied to the procedure step by step according to the 'Ladder of Inference' theory. This strategic model contributed to elevating the participants' convergent knowledge, competence, achievement and satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.20 no.3
• /
• pp.71-81
• /
• 2019

To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.

• Communications of Mathematical Education
• /
• v.25 no.2
• /
• pp.431-450
• /
• 2011

Formative assessment is considered one of the effective strategies for teaching and learning mathematics. But it seems that there are few systematic researches which cover the process of practicing formative assessment in a class and providing feedback to the students. This study adopts CRESST Formative Assessment Program as a prototype. After some modifications of it to suit our educational system, this study analyzes the effectiveness of applying that program to the 7th grade level-differentiated math classes. Afterwards, this study tries to draw some significant educational discussions and implications for improving teaching and learning mathematics.

• Journal of the Korean Institute of Navigation
• /
• v.23 no.3
• /
• pp.35-44
• /
• 1999

This research aims to seek active control of ball-beam position stability by resorting to neural networks whose layers are given bias weights. The controller consists of an LQR (linear quadratic regulator) controller and a neural networks controller in parallel. The latter is used to improve the responses of the established LQR control system, especially when controlling the system with nonlinear factors or modelling errors. For the learning of this control system, the feedback-error learning algorithm is utilized here. While the neural networks controller learns repetitive trajectories on line, feedback errors are back-propagated through neural networks. Convergence is made when the neural networks controller reversely learns and controls the plant. The goals of teaming are to expand the working range of the adaptive control system and to bridge errors owing to nonlinearity by adjusting parameters against the external disturbances and change of the nonlinear plant. The motion equation of the ball-beam system is derived from Newton's law. As the system is strongly nonlinear, lots of researchers have depended on classical systems to control it. Its applications of position control are seen in planes, ships, automobiles and so on. However, the research based on artificial control is quite recent. The current paper compares and analyzes simulation results by way of the LQR controller and the neural network controller in order to prove the efficiency of the neural networks control algorithm against any nonlinear system.

• Proceedings of the KIEE Conference
• /
• 2007.10a
• /
• pp.297-298
• /
• 2007

Repetitive systems stand for a kind of systems that perform a simple task on a fixed pattern repetitively and are widely spread in industrial fields. Hence, those systems have been of much interests by many researchers, especially in the field of iterative learning control (ILC). In this paper, we propose a finite-horizon tracking control scheme for linear time-varying repetitive systems with uncertain initial conditions. The scheme is derived both analytically and numerically for state-feedback systems and only numerically for output-feedback systems. Then, it is extended to stable systems with input constraints. All numerical schemes are developed in the forms of linear matrix inequalities. A distinguished feature of the proposed scheme from the existing iterative learning control is that the scheme guarantees the tracking performance exactly even under uncertain initial conditions. The simulation results demonstrate the good performance of the proposed scheme.

• The Journal of Korean Association of Computer Education
• /
• v.9 no.2
• /
• pp.69-78
• /
• 2006

Educational evaluation is not the work to rank learners hierarchically, but the thing to increase the educational effectiveness by solving a learner's problem and improving the education process from the proper evaluation. The conventional evaluation systems have measured a learner's recognition level by dichotomy. Although they support the evaluation depending on a learner's academic ability and supply the feedback for wrong selection, it is insufficient to take out study-motive and give the establishment for a guidance point of learning. In this paper, we propose the web-based individual adaptive testing system in considering partial score for a learner. Our system are effective to estimate the ability of learner by considering partial score in detail and offer an feedback study from the self-diagnosis function for a learning results.

• Journal of Fashion Business
• /
• v.24 no.6
• /
• pp.135-147
• /
• 2020

This study explored students' online fashion studio class experiences, and investigated the factors affecting their class satisfaction. An online survey of college students who were enrolled in online studio classes within apparel and fashion-related departments during the spring of 2020 was conducted in June 2020. Responses from a total of 213 participants were included in the final data. Respondents rated lecture clips as the most useful, followed by teacher demonstration and feedback, PowerPoint (PPT) supplements, and Q&As. Frequently mentioned areas of improvement were online platform stability and video quality. Many respondents also stated that more streamlined teacher-student communication channels, immediate and meticulous teacher feedback, the adoption of course contents developed specifically for an online environment, and provisions for equipment usage would be desirable. Student satisfaction of an online fashion design studio class was significantly affected by teaching presence, social presence, online learning system stability, perceived usefulness of teacher's demonstration, and affective response toward COVID-19. Students satisfaction of an online garment construction studio class was significantly affected by teaching and social presence, online learning system stability, and perceived usefulness of teacher's demonstration. Based on these findings, we recommend developing teaching contents and methods that allow students to feel included in class and establish an online system with various functions to enhance the sense of social connection that can enable two-way communication.