• 한국식생활문화학회지
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• 제25권6호
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• pp.661-670
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• 2010

Although many studies have suggested that introducing the distance learning method, including Web-based learning, to a practice class is effective, studies applying the distance learning method to subjects who are practicing cooking are rare. The purpose of this study was to determine the perception of the distance learning method, the degree of computer use, and the use of distance learning by college students with cuisine-related majors to practice cooking. The results showed that most students used the distance learning method, and that the method was positively perceived, as it was a great aid in learning. Most of the cooking information was obtained through the internet, and the most effective learning media for practicing cooking was "e-learning" using a computer. The most effective learning method for those who were practicing cooking was a "face-to-face learning method", because face-to-face type of teaching and learning was most universally recognized. Most of the students surveyed responded that using the distance learning method was a positive experience, indicating that cyber lectures could be applied at more universities for subjects practicing cooking.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권4호
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• pp.211-227
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• 2015

Information Technology influenced on classroom to change the teaching and learning method. Recently, flipped learning method became a hot issue in education by using Information Technology. Learning management system that is introduced in our university in the spring semester 2015, made it possible to apply flipped learning method. So, we used the flipped learning method in a calculus course. In this paper, we found that flipped learning in Calculus we was a little bit affirmative in the aspect of motivation and active learning from students' response on flipped learning method. We analyzed the reason that students were not so positive in continuing flipped learning even though they liked flipped learning a little bit better than traditional learning. We suggest what we pay attention to for applying the flipped learning method effectively.

• 한국정보처리학회논문지
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• 제6권5호
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• pp.1303-1311
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• 1999

In order to learn in dynamic environments, reinforcement learning algorithms like Q-learning, TD(0)-learning, TD(λ)-learning have been proposed. however, most of them have a drawback of very slow learning because the reinforcement value is given when they reach their goal state. In this thesis, we have proposed a reinforcement learning method that can approximate fast to the goal state in maze environments. The proposed reinforcement learning method is separated into global learning and local learning, and then it executes learning. Global learning is a learning that uses the replacing eligibility trace method to search the goal state. In local learning, it propagates the goal state value that has been searched through global learning to neighboring sates, and then searches goal state in neighboring states. we can show through experiments that the reinforcement learning method proposed in this thesis can find out an optimal solution faster than other reinforcement learning methods like Q-learning, TD(o)learning and TD(λ)-learning.

• 한국컴퓨터정보학회논문지
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• 제26권9호
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• pp.125-132
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• 2021

코로나(COVD-19)로 인해 비대면 수업이 장기화하고 있는 시점에서 비대면 교수학습 방법에 관한 연구가 필요한 실정이다. 기존에 제시된 교수학습방법은 대면 형태의 실습 및 체험형 교수법을 제시하고 있어 비대면 수업에 적용하기에는 한계가 있다. 본 연구에서는 대학교육혁신원에서 선정된 교수학습 방법인 5AL(5Activity Learning) 교수법을 대상으로 확장현실(XR:eXtended Reality) 기술을 활용하는 방법을 제시한다. 5AL교수법은 문제중심학습(PBL Learning), 하브루타학습(Havruta Learning), 플립드학습(Flipped Learning), 스마트엑티비티학습(Smart Activity Learning) 및 게이미피케이션학습(Gamification Learning)으로 구성된다. 본 연구에서는 출시된 확장현실 콘텐츠를 5AL과 접목하는 방법을 제시했다. 또한, 5AL의 5가지 학습법을 통합한 콘텐츠를 개발하고 시험을 통해서 학습 효과를 확인했다.

• International journal of advanced smart convergence
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• 제4권2호
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• pp.34-37
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• 2015

An ideal teaching-learning method, such as the blended learning method, is to motivate interests in education and to allow active class participation of students. Students exposed to this method are hypothesized to be dedicated in learning and their school life. A research was conducted on $11^{th}$ graders in Daejeon city high school specialized in industry; the blended learning method was applied to a course, digital logic circuit and the effects on the students' learning were monitored. The result shows that compared with a common leaning method, the blended learning method is very effective in terms of increasing educational interest, class participation, the level of concentration in class and academic achievement of students. Also, it shows positive feedbacks from the students on the educational videos and the usage of the contents. Conclusively, the blended learning method effectively increases academic achievements through improved educational motivation and active class participation which positively affect the overall satisfaction of participants.

• 한국가정과교육학회지
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• 제12권1호
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• pp.47-58
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• 2000

The purpose of this study is to investigate the effects of cooperative learning method on student achievement and attitude in Home Economics. and that what sort of effectiveness be existed between the two groups. Homogeneous & Heterogeneous one in achievement. A junior middle school in Kwangju was served for the study. Setting two groups: One is for cooperative learning and other for traditional learning. Two classes were provided with cooperative learning method. while one class with traditional learning method. Two hours of a week were devoted for the experiment. and it was also planned to be lasted six weeks from the third of June. 1998. until the 13th of July. 1998. The results are as follows: 1) Student achievement from cooperative learning method showed a little higher than those from traditional learning method. 2) Cooperative learning method was more effective than traditional learning method. mental attitude toward school. lessons and teachers were more higher than those the traditional learning method. 3) The group of Heterogeneous members was higher than the group of Homogeneous members in their student achievement. 4) It is noticeable that two groups under cooperative learning method. however showed some difference when each of them is placed in different organization. The group of Heterogeneous members was more affirmative attitude toward school. lessons and teachers than the one Homogeneous members.

• 대한치과기공학회지
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• 제39권3호
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• pp.171-177
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• 2017

Purpose: The purpose of the study is to analyze the effects that Flipped Learning Method has on a college student's self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction, and determine its effectiveness as a new pedagogical approach. Methods: The survey was conducted on dental technology students. The collected data was analyzed by the statistical program SPSS 21.0. The results were analyzed by reliability, frequency, t-test. To test for significance on each item, p<0.05 has been decided as a standard. Results: According to the analysis, the student who attended a class that utilized Flipped Learning Method was found to have higher levels of self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction than a student who attended a class that did not utilize such a method. Conclusion: The study results show that, in order to enhance students' self directed learning ability, critical thinking disposition, learning motivation, and learning satisfaction and to improve the quality of class instruction, it may be necessary that Flipped Learning Method be adopted more widely and recommended more strongly. Such changes will promote a long term improvement in educational environments and play a major role in strengthening students' abilities.

• 한국초등수학교육학회지
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• 제11권2호
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• pp.177-197
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• 2007

본 연구에서는 Saito Noboru(재등 승(齋藤 昇)) 교수에 의해 실천 연구되었던 등산학습법 - 학습 요소 사이의 관계 및 전체 학습 내용의 체계적, 구조적 관계를 파악할 수 있도록 학습구조차트를 활용한 학습 방법 - 을 초등학교 저학년과 고학년 학생들에게 적용하는 실험 수업을 통해, 등산학습법이 학습자의 수학 학습에 미치는 영향을 살펴보고자 하였다.

• Journal of Information Processing Systems
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• 제16권5호
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• pp.1223-1230
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• 2020

Recently, extensive studies have been conducted to apply deep learning to reinforcement learning to solve the state-space problem. If the state-space problem was solved, reinforcement learning would become applicable in various fields. For example, users can utilize dance-tutorial systems to learn how to dance by watching and imitating a virtual instructor. The instructor can perform the optimal dance to the music, to which reinforcement learning is applied. In this study, we propose a method of reinforcement learning in which the action space is dynamically adjusted. Because actions that are not performed or are unlikely to be optimal are not learned, and the state space is not allocated, the learning time can be shortened, and the state space can be reduced. In an experiment, the proposed method shows results similar to those of traditional Q-learning even when the state space of the proposed method is reduced to approximately 0.33% of that of Q-learning. Consequently, the proposed method reduces the cost and time required for learning. Traditional Q-learning requires 6 million state spaces for learning 100,000 times. In contrast, the proposed method requires only 20,000 state spaces. A higher winning rate can be achieved in a shorter period of time by retrieving 20,000 state spaces instead of 6 million.

• 한국정보통신학회논문지
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• 제16권12호
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• pp.2785-2791
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• 2012

본 논문에서는 학습 콘텐츠의 효과적인 관리와 재사용을 위한 학습객체 자동 분류 기법을 제안한다. 제안한 기법은 학습객체들의 발생 사례를 이용하여 학습객체들의 응집도를 생성하고, 응집도를 기반으로 학습객체들의 연관성을 측정하여 학습객체들의 자동 분류를 수행한다. 제안한 기법을 학습관리시스템에 적용하면 학습 콘텐츠의 개발 비용을 절감시킬 수 있는 장점이 있다. 시뮬레이션에서 확률 기반 기법의 평균 정확도는 28.20%로 나타났고, 응집도 기반 기법의 평균 정확도는 56.38%로 나타났다. 시뮬레이션을 통해 본 논문에서 제안한 기법이 학습객체 자동 분류에 효과적이라는 것을 확인하였다.