• The Journal of Korean Association of Computer Education
• /
• v.7 no.6
• /
• pp.59-68
• /
• 2004

Cooperative web-based learning is an teaching strategy in which small teams, each of students with different levels of ability, use a variety of learning activities to improve their understanding of a subject via the web. The objective of this paper is to propose new assessment items for evaluating students fairly in cooperative web-based learning. As a result, improved academic achievement, improved behavior and attendance, and increased self-confidence can be made in cooperative web-based learning due to the fair assessment, In this paper, the environment and instructional strategies for successful learning are firstly examined. In addition, the existing evaluation items in traditional classroom are also analyzed in order to develop new evaluation criteria in the web. Based on these analyzed items, we propose new evaluation items for cooperative web-based learning. In addition, the proposed items related to participant ratio, cooperability, and accountability are analyzed according to team organization styles and instructional models.

• Journal of the Institute of Electronics Engineers of Korea CI
• /
• v.48 no.1
• /
• pp.116-126
• /
• 2011

In this paper, we present a multi-media processor which can decode multiple-format video standards. The designed processor is evaluated with optimized MPEG-2, MPEG-4, and AVS (Audio video standard). There are two approaches for developing of real-time video decoders. First, hardware-based system is much superior to a processor-based one in execution time. However, it takes long time to implement and modify hardware systems. On the contrary, the software-based video codecs can be easily implemented and flexible, however, their performance is not so good for real-time applications. In this paper, in order to exploit benefits related to two approaches, we designed a processor called ASIP(Application specific instruction-set processor) for video decoding. In our work, we extracted eight common modules from various video decoders, and added several multimedia instructions to the processor. The developed processor for video decoders is evaluated with the Synopsys platform simulator and a FPGA board. In our experiment, we can achieve about 37% time saving in total decoding time.

• Journal of Korean Library and Information Science Society
• /
• v.49 no.4
• /
• pp.167-185
• /
• 2018

The purpose of this study is to analyse the cases related with PBL and to suggest the activation plan of LAI based on the derived results. The analysis objects were the PBL cases which have been performed from 2000 to 2018 in Korean schools. The PBL cases were analysed in the aspects of school levels, target grades, subject clusters, teaching patterns, information sources, cooperative teaching status, library cooperative teaching status, and educational effects. The results were like these; 1)The PBL was applied at the elementary schools the most, the next middle schools, and high schools. 2)The teaching pattern was the exclusive teaching the most, and the next pattern was team teaching with other teacher, and the lowest pattern was with librarian teacher. 3)The subject cluster was natural science cluster the most and the next was the human & social science cluster and the art, music and physical education cluster. 4)The PBL performed with school library was low. 5)The main effects of PBL were the improvements of academic achievement, learning satisfaction degree, creative ability, problem-solving ability, and self-directed learning capability. As the results, it's proposed that it's important for librarian teachers to have the aggressive attitude for the activation of LAI as well as the cooperation with PBL subject teachers from the planning step to the evaluation.

• Journal of the Korean Society for Library and Information Science
• /
• v.48 no.2
• /
• pp.65-88
• /
• 2014

This study analyzed cases of collaborative classes between a teacher librarian and Chinese language teacher by applying problem-based learning (PBL) and intended to propose a desirable direction for class in operating collaborative classes of PBL. In order to achieve this purpose, methods to raise problems by BPL at the library of S High School, class content by each round of class, and cases of students' achievements were presented. In addition, statistical analysis of interest in subjects on 101 students in their sophomore year who had participated in PBL class was conducted. According to the study result, students' learning-related desire to accomplish, executive ability of learning, and interest were significantly improved.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.8 no.2
• /
• pp.119-128
• /
• 2013

Korean entrepreneurship education has been focused on the subject selection and curriculum based research according to the stage of entrepreneurship process. But problem is happen in the theory based lecture and unrealistic content of entrepreneurship education. Recent studies in technology entrepreneurship recommend integrated approaches to educating students to operate in this space integrated programs span disciplinary lines, but more important, they combine coursework on fundamental concepts and processes with real team-based projects on technology commercialization. At the core of TI:GER(R) is a three-course academic track that provides instruction in technology commercialization processes with a focus on intellectual property/technology law and business fundamentals. Technology, management, and law are the key success content of entrepreneurship education and we need the approach the integration of these factors.

• Journal of Practical Agriculture & Fisheries Research
• /
• v.10 no.1
• /
• pp.29-41
• /
• 2008

This research was conducted to develop a technology transfer and farmer's extension of newly released technology of Bokto seeding method for crop and vegetable production based on the theory of Asian and Pacific Center for Transfer of Technology(APCTT). This technology has recently transferred to not only Korea but also other countries like North Korea, China, Japan, Taiwan, Russia and Africa(Cameroon, Sudan and South Africa) since 2005. It has known as a highly reduction of production cost in terms of labors, chemical fertilizer and pesticides as well as environmental friendly due to a deep and side banded placement of chemical fertilizer at basal application. In addition this technology was proven to a precision farming on sowing depth and mechanism of chemical application method and also highly resistant against disasters like typhoon, flooding, low temperature, drought and lodging due to silicate application. It has improved a constraints such as a poor seedling establishment, weed occurrence, lodging, low yield and poor grain and eating quality in the previous direct seeding methods but still have a problem in occurrence of weedy rice and ununiformed operation of wet or flooded soil condition. Also this technology has a limit in marketing and A/S system. Based on a theory of APCTT evaluation and analysis this technology may be more concentrated on establishment of a special cooperation team among researcher and scientists, extension workers, industry sections and governmental sectors in order to rapidly transfer this technology to farmer's field. Also there will be needed to operate a web site for this newly released technology to inform and exchange an idea, experiences and newly improved information. A feed back system might be operated in this technology as well to improve a technology under way on users' operation. Also user's manual will be internationally released and provided for farmer's instruction and training at field site.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.34 no.1
• /
• pp.209-238
• /
• 2023

This study aims to propose the main learning contents, functions and activation plans for building an e-learning platform for libraries through a literature review, case analysis and expert survey. Through the literature review, it was found that libraries must play a role in providing high-quality online education for users in the e-learning ecosystem. Based on the previous studies, a learning function analysis tool was developed for the analysis of the library's e-learning platform. Based on this, the learning contents, learning functions and characteristics of library e-learning platforms were analyzed, and expert surveys and interviews were conducted. As a results, the construction of a platform for effectively applying learning processes and technology is essential for the library's sustainable e-learning services. The contents that should be provided for characteristics of library education, reading guidance, information literacy instruction, library usage instruction, and the latest IT technologies. And The main learning functions include the ability to conduct video lectures and real-time classes among learning types, and learning activity support functions, a cloud platform support function and a personalized environment support function. Additionally, suggested re-education for library staff to improve their technical skills and the formation of an e-learning team.

• Korean Security Journal
• /
• no.13
• /
• pp.471-485
• /
• 2007

This study is performed to find out what type instructions are produced to players by coaches and what effects are resulted in cooperative spirit of the concerned group. Furthermore the study has its aims at advancing instructors' skills by using finding of it. The study used 'SPSS 11.0 FOR WINDOW - Statistical Package' to analyze the collected samples and dealt with data of 174 individuals. Statistical analysis of the research for hypothesis verification was about frequency, trust level, mutual relationship, variables, and T-verification. The meaningful level for any result was ranged within 95%(p< .05), 99%(p<.01). The finding are as follows. Effects on pleasure, one of elements of team spirits taken by instructor's training style are analyzed as follows. It was proved to be meaningful in relation with a series of activities like training, democratic, social, compensatory aspects and showed also considerable relation with power based behaviors. That says, players are found to enjoy high pleasure when social and bureaucratic behaviors of instructors are very energetic. In addition to that, training, democratic, and compensatory activities didn't show any meaningful effect. Team spirit was found to play a main role between instructor's behaviors and training, democratic, social rewarding activities. Democratic and social acts influence on team spirit. Looking into the detailed aspects, team spirit was resulted very high in the individuals with low democratic mind and was shown high group spirit by groups with high sociable activities. Teamworks was found to be affected by relation between instructor's acts and training, democratic, social and compensatory aspects and it showed meaningful relations with training, social, bureaucratic behaviors. Low degree of training and bureaucratic activities are found to prefer for power team spirit, and high social activities led a strong teamworks. Group binding spirit was influenced by training, democratic, social compensatory, bureaucratic behaviors and it showed to give effects on democratic, social, and bureaucratic activities of instructors. Low degree of democratic and bureaucratic behaviors are found to produce strong team spirit. In contrast with that, strong social activities was found to be motive of powerful team spirit. Value of team spirit was found to play a main role between instructor's behaviors and training, democratic, social, rewarding activities. It didn't show any meaningful effect on behavior of instructors.

• Education of Primary School Mathematics
• /
• v.4 no.2
• /
• pp.111-125
• /
• 2000

This paper presents cross-national perspectives on challenges in implementing current mathematics education reform ideals. This paper includes detailed qualitative descriptions of mathematics instruction from unevenly successful second-grade classrooms both in Koran and in the U. S with regared to reform recommendations. Despits dramatic differences in mathematics achivement between Korean and the U.S student. problems in both countries with regard to mathematics education are perceived to be very similar. The shared problems have a common origin in teacher-centered instruction. Educational leaders in both countries have persistently attempted to change the teacher-centered pedagogy to a student-centered approach. Many teachers report familiarity with and adherence to reform ideas, but their actual classroom teaching practices do not reflect the full implications of the reform ideals. Given the challenges in implementing reform, this study explored the breakdown that may occur between teachers adoption of reform objectives and their successful incorporation of reform ideals by comparing and contrasting two reform-oriented classrooms in both countries. This comparison and contrast provided a unique opportunity to reflect on possible subtle but crucial issues with regard to reform implementation. Thus, this study departed from past international comparisons in which the common objective has been to compare general social norma of typical mathematics classes across countries. This study was and exploratory, qualitative, comparative case study using grounded theory methodology based on constant comparative analysis for which the primary data sources were classroom video recordings and transcripts. The Korean portion of this study was conducted by the team of four researchers, including the author. The U.S portion of this study and a brief joint analysis were conducted by the author. This study compared and contrasted the classroom general social norms and sociomathematical norms of two Korean and two U.S second-grade teachers who aspired to implement reform. The two classrooms in each country were chosen because of their unequal success in activating the reform recommendation. Four mathematics lessons were videotaped from Korean classes, whereas fourteen lessons were videotaped from the U.S. classes. Intensive interviews were conducted with each teacher. The two classes within each country established similar participation patterns but very different sociomathematical norms. In both classes open-ended questioning, collaborative group work, and students own problem solving constituted the primary modes of classroom participation. However in one class mathematical significance was constituted as using standard algorithm with accuracy, whereas the other established a focus on providing reasonable and convincing arguments. Given these different mathematical foci, the students in the latter class had more opportunities to develop conceptual understanding than their counterparts. The similarities and differences to between the two teaching practices within each country clearly show that students learning opportunities do not arise social norms of a classroom community. Instead, they are closely related to its sociomathematical norms. Thus this study suggests that reform efforts highlight the importance of sociomathematical norms that established in the classroom microculture. This study also provides a more caution for the Korean reform movement than for its U.S. counterpart.

• Journal of Korean Academy of Nursing
• /
• v.26 no.4
• /
• pp.946-962
• /
• 1996

The purpose of this study was to contribute to the development of clinical instruction by students' ratings of teaching effectiveness in clinical nursing education. The subjects were comprised of graduating class 618 students from 24 nursing colleges in the nation. The instruments used in this study were "general characteristics & status of clinical nursing education" developed by the researcher and "Instrument to Measure Effectiveness of Clinical Instructors" by Reeve(1994). The 50 questions used in the questionaire were categorized into 13 components subject to factor analysis. The 13 components were interpersonal relationships, communication skills, role model, resource for students, favorable to students, encouraging to think for selves, teaching methods, evaluation, finding assignments for objectives, organization of subject matter, professional competence, knowledge of subject matter & working with agency personnel. The results of this study are as follows 1. Status of clinical nursing educaion : 1) Clinical nursing education were led by nursing professors(44.9%), a team of both nuring professor & head nurse(6.8%), instructors from specific hospital(15.1%), instuctos for a specific subject(14.6%), & head nurse(6.8%). For 3-year program students, 34.6% of the clinical nursing education were led by instructors from specific hospital & 51.4% of the education by nursing professors for Bachelor's program. 2) The contents for clinical education comprised of Conference being the most frequent of 34.5% ; a combination of Nursing skills, Orientation, Conference etc.22.0% : Nursing process 21.7% : Orientation 13.5% : Inspection(making rounds ) 6.4%, & Nursing skills of 2% being the least frequent. 3) Students' preference of clinical teachers from the highest to the lowest were instructors for a specific subject being the most desired (44.9%) followed by nursing professor, head nurse, a team of both nursing professor & head nurse, & instructors from specific hospital being the least desired. 4) Students felt that the qualification for clinical teachers should be at least a master's degree holder and 5 or more years of clinical experience. The reason they felt was because knowledge & experience are imperative for professional education. 2. Clinical teaching effectiveness : The total points for teaching effectiveness was 147.97(mean of 2.95±0.98) where the total score is considered to be an average rating. 3. Teaching effectiveness as status of clinical nursing education : 1) The score ratings for the clinical instructors from the highest to the lowest were as follows : instructors for a specific subject, instructors from specific hospitals, a team of both nursing professors & head nurses, nursing professors, head nurses, which resulted in significunt difference(F=4.53, P<0.001). 2) The rating scores based on the teaching program from the highest to the lowest were as follws ; nursing skills, nursing process, a combination of nursing skills, orientation, conference etc. , conferences, orientation, inspection, which resulted in significunt difference(F=10.97, P<0.001). 4. Based on 13 categorized components from the questionaires, questions related to communication skills scored the highest points of 3.20 where inquiries regarding resource for students scored the lowest points of 2.38. 5. Among the 13 categorial components from the questionaire, Interpersonal relationship, Communication skills, Resource for students, Encouraging to think for selves, Evaluation, Teaching method, Finding assignment for objectives, Organization of subject matter, Professional competence, & Working with agency personnel, instructors for a specific subject scored the highest points and head nurse scored the lowest, which resulted in significant difference. Favorable for students, instructors for a specific subject scored highest points and nursing professor scored the lowest, which resulted in significant deference (F=5.39, P<0.001). Role model & Professional competence, instructors for a specific subject scored the highest points and head nurse scored the lowest, with minimum variation(F=1.29, P>0.05 : F=1.64, P>0.05) 6. Based on 13 categorial components as a whole, the highest points scored among the 5 groups of clinical teachers was instructors for a specific subject and the lowest, by head nurse(F=1.94, P<0. 001). A team of both nursing professor & head nurse attained higher score in clinical education than their independent education.