• Educational Technology International
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• 제12권1호
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• pp.67-94
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• 2011

The major concern of e-learning environment design is to create and improve artifacts that support human learning. To facilitate effective and efficient learning, e-learning environment designers focused on the contemporary information technologies. Web 2.0 services, which empower users and allow the inter-transforming interactions between users and information technologies, have been increasingly changing the way that people learn. By adapting these Web 2.0 technologies in learning environment, educational technology can facilitate learners' abilities to personalize learning environment. The main purpose of this study is to conceptualize comprehensively constructs for understanding the inter-transforming relationships between learner and learning environment and mutable learning environments' impact on the process through which learners learn and strive to shape their learning environment. As results, this study confirms conceptualization of four constructs by incorporating aspects of design that occur in e-learning environments with Web 2.0 technologies. First, learner-designer refers to active and intentional designer who is tailoring an e-learning environment in the changing context of use. Second, learner's secondary design refers to learner's design based on the primary designs by design experts. Third, transactional interaction refers to learner's inter-changeable, inter-transformative, co-evolutionary interaction with technological environment. Fourth, trans-active learning environment refers to mutable learning environment enacted by users.

• 대한치과기공학회지
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• 제42권4호
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• pp.402-408
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• 2020

Purpose: To understand the students' level of recognition of online classes in the Department of Dental Technology and to provide the basic data for designing online classes based on the dental technology course. Methods: A survey was conducted among the students of the dental technology department. The collected data was analyzed with the SPSS ver. 25.0 program. To ensure a reliable verification, the α=0.05 significance level was used. The t-test and analysis of variance were also performed. Results: The students' level of recognition of online classes in the Department of Dental Technology is shown in the rate of recognition for video-based classes for both the theory and experiments. Students displayed high positivity with the video-based learning as it is repeated learning that is not affected by the limitations of time. In addition, video-based learning is highly beneficial in terms of convenience, satisfaction, and achievement for learning. Conclusion: Based on the results, video-based learning is a highly positive learning type for students. It was also recommended that the Department of Dental Technology should offer a post-COVID-19 online class to include the blended methods of a face-to-face class and video-based learning.

• 반도체디스플레이기술학회지
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• 제21권2호
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• pp.90-94
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• 2022

In order to minimize the picking time when the products are released from the warehouse, they should be located close to the exit when the products are released. Currently, the warehouse determines the loading location based on the order of the requirement of products, that is, the frequency of arrival and departure. Items with lower requirement ranks are loaded away from the exit, and items with higher requirement ranks are loaded closer from the exit. This is a case in which the delivery time is faster than the products located near the exit, even if the products are loaded far from the exit due to the low requirement ranking. In this case, there is a problem in that the transit time increases when the product is released. In order to solve the problem, we use the idle time of the stocker in the warehouse to rearrange the products according to the order of delivery time. Temporal difference learning method using Q_learning control, which is one of reinforcement learning types, was used when relocating items. The results of rearranging the products using the reinforcement learning method were compared and analyzed with the results of the existing method.

• 정보교육학회논문지
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• 제17권4호
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• pp.497-506
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• 2013

본 연구의 목적은 스마트 테크놀로지를 활용한 팀 기반 학습(Smart technology-enhanced Team-Based Learning, S-TBL) 모형 설계를 위한 디자인 원칙과 S-TBL의 개요, 절차 및 활동을 개념화하는 것이다. 이를 위해 기존의 팀 기반 학습(Team-Based Learning, TBL) 모형을 기반으로 모바일 테크놀로지, 협력학습, 문제해결학습과 다양한 평가 모형들을 종합한 학습 모형을 설계하였다. 기존의 TBL 모형을 기반으로 스마트 테크놀로지 학습 환경에서 적용 가능한 학습 모형을 설계함에 있어 1) 학습 자원, 평가 도구, 문제해결상황과 문제해결과정을 통합하는 총체적인 학습 환경을 제공하고, 2) 팀 구성원 간 및 교수자와 학습자 간 협력과 커뮤니케이션을 증대시킬 수 있는 환경 개발에 중점을 두었다. 이러한 S-TBL 모형은 1) 개별 학습과 협력적인 팀 학습을 통합하고, 2) 개념 학습과 문제해결 및 비판적 사고력 신장을 위한 학습을 통합하며, 3) 개별 평가와 그룹 평가를 통합하고, 4) 자기주도적 학습과 강의식 설명 학습을 통합하고, 5) 개인적 성찰과 산출물의 공유를 통합할 수 있도록 설계되었다.

• 공학교육연구
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• 제26권6호
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• pp.19-29
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• 2023

This study aims to develop and apply a metaverse-based instructional design model for the education in science and technology. It analyzed the concept and characteristics of metaverse, existing non-contact education models, and major teaching strategies systematically. Based on the prior researches, an instructional design model using metaverse is developed that presents metaverse-related teaching strategies and design principles for the before-, during-, and after-lesson phases. Then, this model was applied to a project-based learning program, conducted a perception survey on instructors and learners, and revised the metaverse instructional design model based on the results of the survey. In the Metaverse Instructional Design Model, before-lesson phase is a physical and psychological preparation stage for class participation, which includes familiarization with the Metaverse learning environment, formation of expectations for education, and self-directed pre-learning. During the lesson, to effectively deliver the lesson content, it is necessary to build confidence in the learning environment, promote learning participation, provide reference materials, perform team projects and provide feedback, digest learning content, and transfer learning content. The after-lesson phase provides strategies for ongoing interaction between learners and mentors. This study introduces a new instructional design model that utilizes metaverse and shows the potential of metaverse-based education in science and technology. It also has important implications in that it provides practical guidelines for the effective design and implementation of metaverse-based education.

• International Journal of Advanced Culture Technology
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• 제9권4호
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• pp.9-17
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• 2021

This is a descriptive investigative study which attempts to confirm the mediating effect of learning motivation in the relationship between self-directed learning, learning commitment, and learning persistence intention of university students in an online learning environment. The questionnaires were randomly distributed online and the agreed questionnaires were retrieved, with a total of 338 copies used for analysis. The following is the summary of the findings. First, there were significant differences in learning persistence intention according to general characteristics depending on age, major, part-time job, and academic level. Second, the results showed a positive correlation between self-directed learning, learning commitment, learning motivation, and learning persistence intentions of the subjects were statistically significant. Third, after checking the mediating effect of learning motivation in relation to self-directed learning, learning commitment and learning motivation, the learning motivation has a partial mediating effect on learning and 23% explanatory power, and the learning commitment was found to have a complete mediating effect on the impact of learning motivation on learning intentions with 21% explanatory power. Based on these results, it is necessary to provide a more diverse educational environment, such as operating a motivation semester program that can improve learning motivations along with learning commitment, and the use of a variety of contents that can focus the learner's interest or attention.

• International Journal of Advanced Culture Technology
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• 제9권3호
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• pp.55-61
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• 2021

In this study, a learning environment based on STEAM theory was proposed to support and improve learners' activities and achievements for convergent design education. The learning environment design influence STEAM education with intentional design and schedule coordination, schools can create informal environments that are crucial to STEAM education. The physical surroundings of the learning space should be applied to teaching methods and learning activity, especially for STEAM-based education, physical space conditions should support the learner's design thinking and process. Furthermore, STEAM-based education environment should support a vast array of experiences that allow students to learn the context around ideas and skills. For spaces for learning environment based on STEAM, common design principles should be considered such as technology integration, safety and security, transparency, multipurpose space, and outdoor learning. Therefore, the learning environment based on STEAM needs flexible and mobile, connected, integrated, organized, flipped, and team-focused surroundings to support the learners understand, participate, cooperate, and accomplish the design process.

• International Journal of Internet, Broadcasting and Communication
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• 제15권3호
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• pp.231-238
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• 2023

As the demand for distance education increases, interest in the management of learners' rights is increasing. Blockchain technology is a technology that guarantees the integrity of the learner's learning history, and enables learner-led learning control, data security, and sharing of learning resources. In this paper, we proposed a blockchain technology-based learning management system based on Hyperledger Fabric that can be verified through permission between nodes among blockchain platforms. Learning resources can be shared differentially according to the learning progress. Also the percentage of individual learners that can be managed. As a result of the study, the superiority of the platform in terms of convenience compared to the existing platform was demonstrated. As a result of the performance evaluation for the research in this paper, it was confirmed that the convenience was improved by more than 5%, and the performance was 4-5% superior to the existing platform in terms of learner satisfaction.

• 한국정보기술응용학회:학술대회논문집
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• 한국정보기술응용학회 2005년도 6th 2005 International Conference on Computers, Communications and System
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• pp.127-133
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• 2005

With the increasing use of the Internet improved Internet technologies as well as web-based applications, the uses of e-Learning have also increased the effectiveness of e-Learning has become one of the most practically and theoretically important issues in both Educational Engineering and Information Systems. This study suggests a research model, based on an e-Learning success model, the relationship of the e-leaner's self-regulated learning strategy and the quality perception of the e-Learning environment. This research model focuses on the learning environment and on self regulated learning strategy. The former consists of LMS, learning contents and interaction that are provided by e-Learning and the latter refers to the learners' self-regulated learning strategy. We will show the validity of the model empirically. As result, most of the hypotheses except for H6 suggested in this model were accepted.

• Educational Technology International
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• 제16권2호
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• pp.249-272
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• 2015

This study is a theoretical exploration of project-based service-learning and its application in designing pre-dental curricula. As a response to the limitation of community service courses, service-learning has been implemented as pedagogy in higher education practices. Service-learning connects service and learning by engaging students in activities that address community needs with intentionally designed learning opportunities while adding value to and transforming both service and learning. Project-based service-learning is an extended and more active version of service-learning. Whereas service activities are arranged by instructors in the original service-learning, project-based service-learning provides students with opportunities for exploring problems and root causes on site and then devising and implementing solutions of their own using their talents and creativity. This study proposes a theoretical approach to project-based service-learning and suggests six design components, namely, related curriculum, reflection, reciprocity, service and community engagement, evaluation and recognition, and creative problem solving. Based on the components, 20 design strategies are formulated. The exploration is aimed to provide design guides for professionals attempting to implement project-based service-learning in higher education.