• The Journal of the Korea Contents Association
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• v.18 no.3
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• pp.215-227
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• 2018

Research on ways to improve e-learning effectiveness has been actively conducted due to the increased numbers of web-based e-learning learners. Of many variables related to e-learning effectiveness, self-regulated learning strategy and presence have been reported as major factors that influences academic achievement in e-learning settings. The purpose of this study was to investigate the effect of self-regulated learning strategy and presence on academic achievement in web-based e-learning. In addition, this study tried to provide useful basic data for successful support and design of e-learning by verifying the mediating effect of these variables. As a result, it was verified that teaching presence and social presence have mediating effects in the relationship between self-regulated learning strategy and perceived achievement in web-based e-learning. Moreover, subjective perception of student's academic achievement played a mediating role between learners' perceived presence and academic achievement. Through this study, it is verified that it is necessary to search for ways to improve the level of learners' teaching presence and social presence in web-based e-learning design in order to eventually improve academic achievement.

• Journal of Science Education
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• v.35 no.1
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• pp.91-101
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• 2011

In this study, Jigsaw III cooperative learning strategy and traditional learning strategy have been applied to the 'electricity' chapter of grade 8 science textbooks to know the effects of learning strategy, gender, and GPA on the students' science achievement and science learning attitude of middle school female students in gender-separated classes. For this purpose, 143 students of 4 classes in separated classes were chosen from a middle school in Daegu. One female class and one male class were assigned to the experimental group and other female class and male class were assigned to the control group. Traditional learning strategy was applied to the control group and the Jigsaw III cooperative learning strategy was applied to the experimental group. Four worksheets for expert groups were used for 18 hours through 5 weeks. Both tests for science achievement and learning attitude were administered as pre and post test. The test results were analyzed through analysis of covariance(ANCOVA) as pre test score as covariant The overall conclusions of this study were as follows: The Jigsaw III cooperative learning has improved science achievement, especially on subjective-type questions, of female students and mid-lower level students. The Jigsaw III Cooperative Learning has also improved self-directed attitude toward science learning. Female students have expressed more positive opinion about the Jigsaw III cooperative learning.

• Journal of Educational Research in Mathematics
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• v.23 no.2
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• pp.269-284
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• 2013

The aim of this paper is to explore and understand, using in-depth interviews, the participant's motivation for becoming a math teacher, ways of dealing with university math knowledge and private tutoring experiences. In addition a larger aim is to understand how the individual's interest in mathematics and turing are linked to his/her larger personal tendencies contrasting secondary and university math learning. In-depth interviews were conducted with 6 pre-service teachers' subjective experiences focusing on motivation and feelings on mathematical knowledge and private tutoring. The output of this research consists of 3 cases, highlighting and conceptually developing the specific aspects under study; different ways in which individuals' involvement with the math learning and tutoring that might be connected with the ways of becoming teachers. Larger aspects of pre-service teachers' subjective experiences were sketched by contrasting the inner aspects of the individuals. Several suggestions were presented at the end with the possible research directions for math education.

• Journal of the Korea Society of Computer and Information
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• v.14 no.11
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• pp.81-90
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• 2009

It is inevitable for college students to be confused when they first face university education, which requires them to be self-reliant and responsible, after finishing their course of education, which is passive under control of period and environment, in primary, middle, and high schools. Introduction to college courses, which require students to be subjective and responsible, to be taken after chronically and environmentally controlled primary and secondary education, are but confusing. In this stage, college education should provide ground for educational system so that students can escape from repetitively enforced way of studying of fixed curriculums and study creatively and subjectively while befitting each individual's aptitude. For instance, in programming classes in engineering school, students scholastic achievements are closely interrelated with the professor's educational principles. A change in method of education, from one previously focused on theoretical contents to one centered on practices and experiments, can reap good results. Also, as the need arose for introduction of practice-focused evaluation system, from recognition-centered professor evaluating system to enablement of actively developing creative and self-reliant way of learning, we applied the Rublic System. It is a feedback system that all or most students become the evaluators, of which the indicators of evaluation such as category, standard, and score are public. We have looked into whether or not there has been an improvement in GPAs of students, and if there exists an improvement then what efforts should be made to solidify the system.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.119-132
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• 2014

In recent years, Korea encourages teachers to do STEAM education(Science, Technology, Engineering, Arts & Mathematics), which includes Arts to STEM education to train creative science technology talent. Related to this, we developed a subject substitute STEAM program for the 6th grade students in elementary school and applied it in a field. The STEAM program which substitutes contents in curriculum related to Energy unit was developed and it was taught to twenty four sixth grade students during regular classes. During the classes, all activities of students were observed and they were written in recording notes during the observation. After all STEAM program ended, how students recognize the subject substitute STEAM program compared to general class, understand learning contents and think about the program before and after the STEAM classes were analyzed through questionnaire and interviews. The results were as follows. First, some students had difficulty in reconciling different ideas in group, creative thinking and crafts but most students liked the STEAM classes because many activities are fun and it is easy to understand. Second, learners regarded practical use of knowledge, learning different subjects together and interests as the reasons they can understand learning contents easily during STEAM program. Third, learners recognized STEAM classes are good to understand knowledge, think creative ideas and improve social skills after the STEAM classes while they showed anticipation, worry and fear before taking the classes. It is found that a subjective substitute STEAM program is helpful to increase learners' interests in learning, understand learning contents, increase creativity and have a good personality through a qualitative research.

• Smart Structures and Systems
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• v.31 no.4
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• pp.365-381
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• 2023

The existing vision-based techniques for inspection and condition assessment of civil infrastructure are mostly manual and consequently time-consuming, expensive, subjective, and risky. As a viable alternative, researchers in the past resorted to deep learning-based autonomous damage detection algorithms for expedited post-disaster reconnaissance of structures. Although a number of automatic damage detection algorithms have been proposed, the scarcity of labeled training data remains a major concern. To address this issue, this study proposed a semi-supervised learning (SSL) framework based on consistency regularization and cross-supervision. Image data from post-earthquake reconnaissance, that contains cracks, spalling, and exposed rebars are used to evaluate the proposed solution. Experiments are carried out under different data partition protocols, and it is shown that the proposed SSL method can make use of unlabeled images to enhance the segmentation performance when limited amount of ground truth labels are provided. This study also proposes DeepLab-AASPP and modified versions of U-Net++ based on channel-wise attention mechanism to better segment the components and damage areas from images of reinforced concrete buildings. The channel-wise attention mechanism can effectively improve the performance of the network by dynamically scaling the feature maps so that the networks can focus on more informative feature maps in the concatenation layer. The proposed DeepLab-AASPP achieves the best performance on component segmentation and damage state segmentation tasks with mIoU scores of 0.9850 and 0.7032, respectively. For crack, spalling, and rebar segmentation tasks, modified U-Net++ obtains the best performance with Igou scores (excluding the background pixels) of 0.5449, 0.9375, and 0.5018, respectively. The proposed architectures win the second place in IC-SHM2021 competition in all five tasks of Project 2.

• Journal of the Korea Society of Computer and Information
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• v.16 no.2
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• pp.83-91
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• 2011

Much research has been conducted on the e-learning systems for recommending a learning content to a student based on the difficulty of it. The difficulty is one of the most important factors for selecting a learning content. In the existing learning content recommendation systems, the difficulty of a learning content is determined by the creator. Therefore, it is not easy to apply a standard rule to the difficulty as it is determined by a subjective method. In this paper, we propose an ontology-based method for determining the difficulty of a learning content in order to provide an objective measurement. Previously, ontologies and knowledge maps have been used to recommend a learning content. However, their methods have the same problem because the difficulty is also determined by the creator. In this research, we use an ontology representing the IS-A relationships between words. The difficulty of a learning content is the sum of the weighted path lengths of the words in the learning content. By using this kind of difficulty, we can provide an objective measurement and recommend the proper learning content most suitable for the student's current level.

• Journal of Information Processing Systems
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• v.13 no.3
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• pp.448-463
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• 2017

Multimedia is a ubiquitous and indispensable part of our daily life and learning such as audio, image, and video. Objective and subjective quality evaluations play an important role in various multimedia applications. Blind image quality assessment (BIQA) is used to indicate the perceptual quality of a distorted image, while its reference image is not considered and used. Blur is one of the common image distortions. In this paper, we propose a novel BIQA index for Gaussian blur distortion based on the fact that images with different blur degree will have different changes through the same blur. We describe this discrimination from three aspects: color, edge, and structure. For color, we adopt color histogram; for edge, we use edge intensity map, and saliency map is used as the weighting function to be consistent with human visual system (HVS); for structure, we use structure tensor and structural similarity (SSIM) index. Numerous experiments based on four benchmark databases show that our proposed index is highly consistent with the subjective quality assessment.

• Journal of the Korean Society of Marine Environment & Safety
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• v.24 no.3
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• pp.311-318
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• 2018

In accordance with the stipulations of the STCW Convention, simulation training has been enforced in order to develop practical skills so as to prevent accidents by predetermining the risks in special marine environments. Simulation training is a useful way to acquire navigation abilities, and can continuously measure the ability of a trainee by applying an appropriate evaluation. However, the result of training is evaluated by the instructor's subjective judgment without quantitative criteria. Therefore, this study aims to quantitatively evaluate the effectiveness of simulation training. For this purpose, evaluation items were derived by analyzing legal standards, earlier studies, and the current status of MET institutions. The simulations were then performed three times in the same scenarios and analyzed the results. As a result, it has been shown that the objectively analyzed ability to keep the route and to make safe passage with other vessel, as well as subjectively evaluated ability by the apprentice officer has been improved as training progressed. Through the evaluation of simulation training results, it can be derived that simulation education needs supplementation, and can be provided as a basic form of data to quantify the evaluation results of the simulation training in the future.

• The Journal of the Korea Contents Association
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• v.7 no.10
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• pp.44-58
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• 2007

E-homestudy refers to e-Learning after school. This concept has been introduced by Korean Government as a substitute for expensive private tutoring. The purpose of this research is to explore the perceptions and relationships among determinants affecting the attitude and satisfaction level in e-homestudy. Such factors as subjective norms, visibility, perceived usefulness, quality of contents, facilitating conditions, interactions are introduced into the model. The survey results show that the attitude and the self-directed teaming level influence the satisfaction level in e-homestudy; the subjective norms, visibility, and perceived usefulness are the major determinant affecting the attitude; the quality of contents as well as interactions have positive impact on the perceived usefulness.