• Journal of Internet Computing and Services
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• v.15 no.5
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• pp.33-41
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• 2014

The purpose of this study is to provide statistical analysis based suggestions on effective methods to take advantage of social network service (SNS) for educational purposes based on investigations of undergraduate students with high utilization of SNS. To achieve this, we conducted an open questionnaire survey and qualitatively analyzed the data using NVivo 10 program. Additionally, to visualize the analysis by education subject of the SNS educational methods, we have divided the data into 3 categories of teacher, student and common area. As a result, our analysis showed that the exchange opinions and discussions, information sharing and learning of contents of questions and answers, surveys, intimacy formation, counseling etc. were of the common area. Furthermore, teacher area included the notice announcement, teaching materials sharing, real-time assessment (quiz), attendance check, assignment grading and feedback, etc. Finally the student area was of project activities (group/individual), prepare and review the shared data, video self learning, peer review and feedback of projects, lecture evaluation, etc.

• Journal of Convergence for Information Technology
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• v.11 no.12
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• pp.138-147
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• 2021

This study aims to analyze the characteristics and preferences of learners who participated in college online classes for effective online learning. A total of 101 college students who participated in online classes completed the survey including personal characteristics of students and learning factors that affect online classes. The results showed that male students were more likely than female students to respond that online classes were more effective. Likewise students who learned from video recordings compared to those who learned from real-time lectures. As a result of analyzing the difficulties of online learning, there was a high probability that online learning was ineffective for students who had difficulties in self-learning and asking questions to their lecturers. Likewise, students who spent a lot of time studying online lectures, there was a high probability that online classes would be more effective for students who spent a lot of time on assignments. The results suggest that online learning is more effective for students who learn actively and self-directedly than those who passively participate in classes. This study implies that it is necessary to design online classes based on the characteristics and preferences of learners to improve the quality of education.

• Journal of Science Education
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• v.47 no.1
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• pp.88-106
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• 2023

This study aims to investigate the disparity between the teacher's perception of student-centered inquiry classes and the actual implementation of such practices. Specifically, we compared an elementary science teacher's self-perception of her science lessons with the observers' evaluation using the Reformed Teaching Observation Protocol (RTOP) of the "Temperature and Heat" unit. Research data were collected through classroom teaching survey, interview, and science lessons video which were analyzed using the RTOP. As a result of the study, the teacher recognized that she was practicing inquiry-oriented/student-centered classes, but the results judged by the RTOP score were found to be transitional/student-affected classes by a slight difference. Teacher H planned and practiced classes based on a high understanding and content knowledge of the curriculum and created a science classroom culture that promotes active interaction among students as well as students and teachers. However, teacher-led aspects were still emphasized in teaching design and implementation, and the project theme and content were inappropriate to improve the quality of students' science inquiry experience. In the end, the slight difference between teacher's perception of inquiry-oriented/student-centered classes and actual implementation is related to how student-centered "lesson design" is and how to plan and implement classes supported by "procedural knowledge" for students' experience in the science inquiry process. These results indicate that the teacher's self-evaluation alone is not enough to determine whether the teacher's intentions and efforts are actually being implemented, and that it is necessary to conduct objective analysis, evaluation, and discuss the results of science classes by the external observers.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.124-136
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• 2018

In this study, we applied the flipped-classroom to the general chemistry experiment lecture of the domestic university with strong teacher-led, and explored the effects and possibilities of the course. For this purpose, 30 students who were enrolled in the Science Education Department of the College of Education in the metropolitan area were randomly assigned to two groups, namely, the flipped-classroom group and the traditional class group. Then, we developed a general chemistry experiment lessons based on the flipped-classroom along with visual materials and we applied the lessons for 15 weeks. After all the classes, we conducted a survey to see the students' perception of the general chemistry experiment lecture by flipped classroom. As a result of analysis, the students of the flipped-classroom group were more positive than the students of the traditional class group in terms of the usefulness of the class activity, the importance of each activity element for the successful learning, the learning level, and the intention for another lesson. As a result of analyzing students' perceptions in terms of general chemical experiment activities such as conducting experiments or writing reports and understanding the contents of experiments, the average score of the flippedclassroom group was higher than the traditional class group, and the main cause of this result was the video material provided by prior learning activities. In addition, as a result of analyzing students' perceptions in terms of interactions and self-directed learning in class, the average score of the flipped-classroom group was generally higher than the traditional class group. In particular, students' interactions and self-directed learning were statistically significant differences between the two groups. And the students' perception of video material was very positive, and it was analyzed that the video that the instructor directly explained experiment theory and method was the most favorite videos of students. We discussed educational implications of these findings.

• Journal of the Korea Society of Computer and Information
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• v.27 no.11
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• pp.181-190
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• 2022

In this paper, we use a LiDAR sensor and an image camera to detect a left-turning waiting vehicle in two ways, unlike the existing image-type or loop-type left-turn detection system, and a left-turn traffic signal corresponding to the waiting length of the left-turning lane. A system that can efficiently assign a system is introduced. For the LiDAR signal transmitted and received by the LiDAR sensor, the left-turn waiting vehicle is detected in real time, and the image by the video camera is analyzed in real time or at regular intervals, thereby reducing unnecessary computational processing and enabling real-time sensitive processing. As a result of performing a performance test for 5 hours every day for one week with an intersection simulation using an actual signal processor, a detection rate of 99.9%, which was improved by 3% to 5% compared to the existing method, was recorded. The advantage is that 99.9% of vehicles waiting to turn left are detected by the LiDAR sensor, and even if an intentional omission of detection occurs, an immediate response is possible through self-correction using the video, so the excessive waiting time of vehicles waiting to turn left is controlled by all lanes in the intersection. was able to guide the flow of traffic smoothly. In addition, when applied to an intersection in the outskirts of which left-turning vehicles are rare, service reliability and efficiency can be improved by reducing unnecessary signal costs.

• Journal of Korea Multimedia Society
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• v.19 no.2
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• pp.252-263
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• 2016

Road sign is an important street furniture that gives some information such as road conditions, driving direction and condition for a driver. Thus, road sign is a major target of image recognition for self-driving car, ADAS(autonomous vehicle and intelligent driver assistance systems), and ITS(intelligent transport systems). In this paper, an enhanced road sign recognition system is proposed for MMS(Mobile Mapping System) using the single camera and GPS. For the proposed system, first, a road sign recognition scheme is proposed. this scheme is composed of detection and classification step. In the detection step, object candidate regions are extracted in image frames using hybrid road sign detection scheme that is based on color and shape features of road signs. And, in the classification step, the area of candidate regions and road sign template are compared. Second, a Geo-marking scheme for geo-content that is consist of road sign image and coordinate value is proposed. If the serious situation such as car accident is happened, this scheme can protect geographical information of road sign against illegal users. By experiments with test video set, in the three parts that are road sign recognition, coordinate value estimation and geo-marking, it is confirmed that proposed schemes can be used for MMS in commercial area.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.522-533
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• 2014

The capability of the digital communication would need to be strengthened for leveraging collaborative knowledge building and problem solving skills of the middle aged people. It was developed and implemented a smart learning model by utilizing the formative intervention based on the logic of change laboratory to target learners of 'K organization', As a results, smart learning model was composited several activities and supporting systems such as learning instructions of Smart Pad, communication games and SNS, using self-diagnosis and making posters and role-playing video by the internet applications. This research is significant that it finds efficient method to fit design of smart learning and the needs of target learners by using them as testbed which is mixed with different background and digital communication experiences.

• Fashion & Textile Research Journal
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• v.14 no.5
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• pp.701-712
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• 2012

This study examines the various expressions and immanent value of fashion and beauty style based on Craig Owens's Allegory theory. I analyzed four application elements of Borrow, Site Specificity, Accumulation of Strategy, and Hybridization in? Ladygaga's Music Videos. The results are as follows. 'Borrow' presents a kitsch style and playful Pop-art style, transformation of gender from Mini Mouse body suit, telephone headpiece, and can hair. 'Site specificity' presents the temporarity of fashion material through rebirth, aging, natural extinction from the chain over the black jump suit, crime scene tape, and skull-face makeup with masculine style. 'Accumulation of strategy' presents a futuristic chic fashion style from a layered style, retrospective fashion, repetition and duplication in Music Videos. It shows the physical beauty of an Asian warrior style in Poker Face. 'Hybridization' present Cyborg feminism and 'Will of Power' from iPOD LCD glasses and Pyro-Bra. The Pyro-Bra represents how the female body can be used as a weapon in the outfits of Lady Gaga. In addition, Immanent value is as follows. Textual interaction with high art is accomplished through a combination of contemporary social and cultural significance to understand the cultural code and to extend the value. Combined with high culture, popular music genre is accomplished through musical appreciation by a woman in fashion styling and sensual pleasures of the body as a tool to express a sublime advantage. Fashion style is accomplished by overcoming a self-transcendent body image representation. The way in which mutual coupling dismantling, destruction, and uncertainty is to re-launch the static, with a pluralistic context of Textuality.

• Korean Journal of Social Welfare
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• v.60 no.1
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• pp.77-102
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• 2008

The purpose of this study is to know what impression management(IM) tactics social work applicants use in their job interviews and what relation between their IM tactics and interviewers' evaluation exists. To accomplish this purpose, we reviewed the precedent researches about IM and conducted a qualitative study with the applicants in a community welfare center which adopted open approach in recruitment process. We analyzed the applicants' IM tactics through observing video-taped interview sessions and reviewing interviewers' rating paper. The results showed that the social work applicants mainly used self-promotion tactic for emphasizing their strengths and justification tactics for expressing their weaknesses. Some applicants often used fit-with-organization and other-enhancement belonged to ingratiation tactics. According to interviewers' rating results, the applicants with deep eye contact, calm attitude or smiling face gave a good impression to the interviewers. In the final discussion, an applicant who adopted diverse verbal and non-verbal tactics and expressed her point clearly was perceived attractive by the interviewers and accepted as the best choice. Based on this qualitative analysis, we have made several practical suggestions for social work applicants, social work researchers and social work organizations.

• The Transactions of the Korea Information Processing Society
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• v.4 no.12
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• pp.2985-2995
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• 1997

In this paper, we proposed the "synchronous & asynchronous distance education system" which is able to interact among teachers and students for open education in cyberspace, and it is based telecommunication technology and multimedia technology. Specially, This system gets rid of the nufamiliarity and inconvenient feeling during the distance education. Also it supports the mediation of floor mode, for a group lecture and supports the synchronous mode for face-to-face effective and asynchronous mode for self-learning. The asynchronous mode has the down load function and the consultant mode (between teacher and student). The element technologies of this system consists of application sharing technique, whiteboard, various video window display, audio support, user interface, environment setup, session management, access control, network control and media control for collaborative distance education.