• Journal of the Korean Society for Library and Information Science
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• v.17
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• pp.85-103
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• 1989

The purpose of this second one of the two consecutive papers, which carried out for the research, is to evaluate their relative effectiveness regarding instruction with such three presentation methods as video/print+ lecture, print/video, print+lecture/video, with which the library of Duk Sung Women's University applied already for the orientation of the freshmen in 1988. In sum, the major research findings are as follows : First, as the more numerous media were applied for the orientation, the instruction were more effective. Second, it is very interesting to find out that there were wide differences in effectiveness among the three presentation methods applied for the student. Especially, the print+ lecture/video method was more effective in the instruction than the print/video method. Surprisingly, the video/print + lecture method was much more effective than the print+ lecture/video method. With the research findings of this two consecutive papers into consideration, it seems safe to say that the video-tape method was most effective among such three orienting methods as lecture, slide-tape, and video tape, and the video/print+lecture method was most effective among such three presentation methods as video/print+lecture, print/video, and print+lecture/video.

• International Journal of Computer Science & Network Security
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• v.21 no.8
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• pp.87-96
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• 2021

The demand for e-learning through video lectures is rapidly increasing due to its diverse advantages over the traditional learning methods. This led to massive volumes of web-based lecture videos. Indexing and retrieval of a lecture video or a lecture video topic has thus proved to be an exceptionally challenging problem. Many techniques listed by literature were either visual or audio based, but not both. Since the effects of both the visual and audio components are equally important for the content-based indexing and retrieval, the current work is focused on both these components. A framework for automatic topic-based indexing and search depending on the innate content of the lecture videos is presented. The text from the slides is extracted using the proposed Merged Bounding Box (MBB) text detector. The audio component text extraction is done using Google Speech Recognition (GSR) technology. This hybrid approach generates the indexing keywords from the merged transcripts of both the video and audio component extractors. The search within the indexed documents is optimized based on the Naïve Bayes (NB) Classification and K-Means Clustering models. This optimized search retrieves results by searching only the relevant document cluster in the predefined categories and not the whole lecture video corpus. The work is carried out on the dataset generated by assigning categories to the lecture video transcripts gathered from e-learning portals. The performance of search is assessed based on the accuracy and time taken. Further the improved accuracy of the proposed indexing technique is compared with the accepted chain indexing technique.

• Korean Journal of Human Ecology
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• v.5 no.2
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• pp.17-35
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• 1996

The purpose of this study was to develope Premarial Sexual Education Program. This program was based on survey(466 data used) for the need of PSEP. The result were as followings: 1. The need of sex education was higher(92.9%) and the participation of this PSEP was 80.4%, so this program was systemic structure. 2. Their premarital sexual values were more permissive(52.2%) than the past. But women thought tha female would be vergin(27.1%) their inter course experience rate was 33.4% and Age of experience was under 23 year olds. 3. The unmarried persns wanted that PSEP was consisted of 10 sub themes : (1) pregnancy and child-birth(mean=4.4/5) (2) contraception and family planning(m=4.3) (3) sexual morality and sexual value(m=4.2) (4) sexual healthy family (m=4.1) (5) sexual open communication(m=4.1) (6) venereal disease and coping stratiges(m=4.0) (7) sex role learning(m=3.9) (8) sexual physiology(m=3.8) (9) premarital sex and unwed mother(m=3.7) (10) adultery and society(m=3.6) 4. They want that group meeting would be every Wensday or Friday evening and the required time is two hours. The instruction methods are expected lecture, discussion or seminar and viewing video tapes. 5. So PSEP was consist of 10 sub-themes: (1) orientation and self-disclosure(test, lecture, game) (2) sexual physiology(video tape, lecture) (3) pregnancy and child birth(lecture, video tape) (4) contraceptive methods and family planning(lecture, video tape, test, discussion) (5) sex role learning(test, lecture, role-play) (6) venereal disease and coping stratiges(lecture, video tape) (7) premarital sex and incest(cause study, lecture) (8) sex morality and sex value(seminars, lecture) (9) sexual open communication(seminars) (10) sexual healthy family(lecture, seminars)

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.139-145
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• 2018

It is the first step to survive cardiac arrest for the general public to recognize cardiac arrest rapidly. The purpose of this study is to investigate the effective method of education by analyzing the degree of cardiac arrest recognition after performing the agonal breathing education in a video lecture or instructor-led lecture. The study subjects were assigned to either a video lecture or instructor-led lecture in a randomized way and were compared after the education according to the degree of recognition of cardiac arrest in the randomized controlled study. The study was conducted from October 30, 2015 to October 31, 2015. And the study subjects were 104 youths aged 15 years or older, of which 52 were selected as the experimental group and the remaining 52 as the control group. The results did not show a significant difference between these two groups when the subjects are given the video lecture where patients showed no reaction or sign of breathing(p=0.741). However, in the video lecture where there was no reaction of patients but still sign of agonal breathing, 43 people(82.7%) in the experimental group and 33 people(63.5%) in control group have successfully performed CPR and there has been a significant difference (p=0.006). Therefore, we could conclude that video lecture was more efficient than instructor-led lecture when teaching CPR.

• Journal of Engineering Education Research
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• v.25 no.5
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• pp.94-103
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• 2022

In this study, we examined the cases of online video classes conducted under the COVID-19 situation for 46 first-year students majoring in electrical engineering at a 3-year college in Gyeongnam. The research was carried out according to the course development process so that classes could be conducted efficiently, focusing on electromagnetism(1) course in the second semester of the first year. The online class consisted of uploading PPT recorded videos and lecture materials to the LMS and giving assignments. The contents of the study were in the scope of examining learners' perceptions through online learning contents, assignment submission, mutual feedback between instructors and learners, university-level lecture evaluation, and free opinions on online video-based electromagnetism(1) classes. As a result of the study, it was confirmed that online lecture review and problem-solving are particularly important for understanding lecture materials, and also given the nature of engineering subjects that require plenty of mathematical expressions, the detailed and immediate feedback provided by instructor enhances learners' class satisfaction and understanding. Based on these, the direction of online classes to be developed after the COVID-19 pandemic and teaching and learning methods suitable for the characteristics of subjects were discussed.

• Journal of the Korean Society for Library and Information Science
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• v.15
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• pp.7-44
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• 1988

The purpose of this paper is to in vestigate a relative effectiveness of instruction among such three orienting methods as lecture, slide-tape and video-tape which the library of Duk Sung Women's University has applied for orienting the freshmen for the last three years. This research also carried out a sample survey by distributing uniform questinnaire to the three different groups of the students. Each group was oriented with lecture, slide-tape and Video-tape respectively. Finally, the empirical findings of this research are as follows: 1. All three orienting methods were useful for students to improve knowledge as to how to use the library, 2. There were a wide difference in effectiveness among three instructional methods, obviously, the slide-tape method was more effective in the orientation than the lecture method and, furthermore, the video-tape was more effective than the slide-tape one, Therefore, it seem safe to conclude that the media utilization effective in orientation program should be encouraged by the university libraries of Korea.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.13 no.8
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• pp.4026-4040
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• 2019

In this paper, we present an approach for detecting slide transitions in lecture videos by introducing the spatio-temporal residual networks. Given a lecture video which records the digital slides, the speaker, and the audience by multiple cameras, our goal is to find keyframes where slide content changes. Since temporal dependency among video frames is important for detecting slide changes, 3D Convolutional Networks has been regarded as an efficient approach to learn the spatio-temporal features in videos. However, 3D ConvNet will cost much training time and need lots of memory. Hence, we utilize ResNet to ease the training of network, which is easy to optimize. Consequently, we present a novel ConvNet architecture based on 3D ConvNet and ResNet for slide transition detection in lecture videos. Experimental results show that the proposed novel ConvNet architecture achieves the better accuracy than other slide progression detection approaches.

• Journal of Service Research and Studies
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• v.10 no.3
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• pp.55-66
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• 2020

This study was attempted to demonstrate the service performance of non-face-to-face real-time video lecture service conducted in the coronavirus crisis in early 2020. Lecture service is divided into service production and service delivery from a service system perspective, and its role of lecture service system and the relationship between lecture service benefits and service satisfaction perceived by learners is demonstrated. In order to demonstrate this structural impact relationship, the result of analysis through a questionnaire survey on a total of 268 undergraduate students at G University, showed that the role and level of the non-face-to-face real-time video lecture service system affects the service convenience and service satisfaction. In the additional analysis, the learning orientation learners group perceived the service system level or role in the lecture service and the service benefit itself higher than the relationship orientation learners group. In the past, when a face-to-face class was conducted, learners group who attended a lot of extra curriculum activities perceived the benefits of coronavirus prevention lower than those of a group that did not. In this way, it is necessary to supplement the lecture service system by identifying the role expectation in the lecture service for the high relationship orientation group and the preferring extra curriculum activity group after detail research.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2002.05a
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• pp.81-85
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• 2002

Through the questionnaire, I analyzed the merit, the defect and the solution of problems of the lecture using the Video Lecturing System. In the paper, we present that the Video Lecturing is a substitute tracking method by demonstrating the superiority of it. For tile purpose of this, I compared and analyzed the Video Lecturing with the general lecture from the viewpoint of the class satisfaction and the effectiveness through the results of the questionnaire obtained by students who took the Video Lecturing class.

• Educational Technology International
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• v.8 no.2
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• pp.53-71
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• 2007

This study identified the effectiveness of e-learning by comparing learning outcome in conventional face-to-face lecture with the selected e-learning methods. Two e-learning contents (animation based and video based) were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which is http://www.enaged.co.kr. Fifty-four Korean agricultural high school students were randomly assigned into three groups (face-to-face lecture, animation based e-learning, and video based e-learning group). The students of the e-learning group logged on the LMS in school computer lab and completed each e-learning. All students were required to take a pretest and posttest before and after learning under the direction of the subject teacher. A one-way analysis of covariance was administered to verify whether there was any difference between face-to-face lecture and e-learning in terms of students' learning outcomes after controlling the covariate variable, pretest score. According to the results, no differences between animation based and video based e-learning as well as between face-to-face learning and e-learning were identified. Findings suggest that the use of well designed e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities if e-learning was used appropriately in combination with conventional learning. Further research is also suggested, focusing on a preference of e-learning content type and its relationship with learning outcome.