• Journal of the Korean Institute of Telematics and Electronics B
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• v.31B no.7
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• pp.159-169
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• 1994

In this paper, we develop a prototype of ITS(Intelligent Tutoring Systems) system: UNIX TUTOR. It is designed for the purpose of teaching the UNIX beginners the principal concepts of UNIX and the shell commands using the communication between the student and the system. UNIX TUTOR engages the student in a two-way conversation that is mixed-initiative dialogue and attempts to teach the student UNIX via the Socratic method of guided discovery and the Coaching method interchangeably. And the student model is based on both the overlay model and the buggy model together. Thus TUTOR aims at teaching the students effectively whose levels of learning are different using various explanations which are determined by the student model. Because the knowledge representation for UNIX-TUTOR is based on the frame structure and the production rules it is easy to represent the complicated constructs. UNIX TUTOR is implemented on the SPARC station using X/Motif and C for cp command among 10 ones which were selected.

• The KIPS Transactions:PartA
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• v.14A no.3 s.107
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• pp.159-166
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• 2007

A arrival of u-teaming paradigm requires many u-teaming system and model that is varied and support to distance education, Accordingly, the distance education system in u-learning environment has attracted a fair amount of critical attention. However there remain many questions, as yet unresolved, such as it is difficult to maintain interaction between tutor and learner, the construction of system is a great expense to them, a tutor, who manages the system, lacks technologic background, in most current distance education system. To solve these problem, some preliminary observations have to be made first: to keep teaming process in situation that it is unconnected with tutor, to construct the system economically, and to make to be easy-to-use. Therefore, in this paper, we develop the 'Intelligent U-Learning System using Cyber Tutor', which includes the conception of u-learning such as mobility, immanency, supports to keep learning without real tutor by cyber tutor, and removes technological and economical costs, verify the validity.

• The KIPS Transactions:PartA
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• v.10A no.5
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• pp.589-594
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• 2003

In this paper, we exmined the effect of leaner-tutor interaction model implemented in a Web-based virtual education system. Also, we proposed a new tutor model as a strategy for solving problems found in learner-tutor intraction in Web-based virtual education. Then, based on the results of previous research, we derived the roles of the tutor, and using the roles, modeled components of interaction between the tutor based on existing Web-based virtual education systems to demonstrate the effect. The results showed that the proposed model is efficient for improving the learners' achievements and interactive activities.

• Journal of Digital Convergence
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• v.7 no.1
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• pp.137-147
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• 2009

The main purpose of cyber home education in public sector is to promote public education and restrain expensive private education expenses. The primary purpose of this study is to explore the effects of motivation, immersion and tutor on the effectiveness of cyber home learning. The variables of motivation, immersion and tutor participation were incorporated in this study as follows: 1) tutor participation was classed as a single independent variable, which has interaction and also effects passion; 2) motivation and 3) immersion were classed as two mediatory variables: motivation which include relevance and confidence; and immersion which includes attention and controllability. 4) learning effect was classed as a single dependent variable of learning influence factor which has learning attitude and learning satisfaction. The results show that a tutor had a direct influence on the effects of the learners' study but motivation and immersion had an indirect influence on the effects of learners' study independently. Based on these findings a tutor should provide motivation and immersion with various learning methods and contents for learners to get maximum benefits from cyber home learning.

• Journal of The Korean Society of Integrative Medicine
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• v.3 no.2
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• pp.55-61
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• 2015

Purpose: The purpose of this study was to investigate the effect of regularly strength exercise of spine in teenagers with tutor. Method: Study subjects were 24 middle school students. They were arranged to 2 groups(n=12, respectively). Then experimental group did regularly strength exercise of spine as the handout maneuver during 50min/day and 1day/week in 8 weeks with tutor, but control group did regularly exercise of spine as same maneuver without tutor. For muscle strength of both extensor and flexor of lumbar, the balancing ability and weight distribution index were measured before and after the intervention. Results: For muscle strength of both extensor and flexor of lumbar, there was not significant differences after the intervention, but both flexor and extensor increase mean value of muscle strength than control group. For balancing ability and weight distribution index, there were not significant difference after intervention(p>.05), but experimental group show a tendency to decrease in a few position than control group. Conclusion: When teenagers regularly exercise for spine strengthening for a long time with tutor, it may be increased muscle strength of lumbar and trunk balance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.275-283
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• 2017

The purpose of this study is to investigate the evaluation scores among various evaluators such as tutor, peer, and self evaluation, the lenience and central tendency among these various evaluators, and the correlation between evaluation scores among the various evaluators and the paper test score in the Problem-Based Learning (PBL). For the research, tutor, peer, and self evaluations were carried out with PBL effectiveness evaluation tool for the 105 nursing students taking classes using PBL, and paper test was conducted after the PBL class ended. The collected data were analyzed by SPSS WIN (V. 12.0). The study results showed that peer and self evaluation scores were higher than tutor evaluation score. Also lenience and central tendency were higher and stronger in peer and self evaluation than in tutor evaluation. Paper test score had a significant correlation with tutor evaluation score, but not with peer or self evaluation scores.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.551-559
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• 2018

The purpose of this study is to identify the differences of student satisfaction depending on tutor's content expertise and experience in PBL of nursing. Nursing department, the subject of this study, is operating Hybrid PBL Curriculum that integrates the courses in nursing for all grades. Tutor's expertise was categorized based on their final dissertations and the clinical fields for which they worked. Tutor's experience in PBL is less than one year for beginners and more than 10 years for experts. After the PBL class for 6 weeks, the 3rd grade students were surveyed. The results showed that there was a statistically significant difference in the student satisfaction according to the content expertise, however, the student satisfaction depending on tutor's experience and the interaction effect between tutor's content expertise and experience were not significant. This study has raised the importance of the role of tutor as content expert in PBL. It is suggested that future studies be repeated for more tutors with diverse subject areas and majors to examine the differences between diverse variables other than student satisfaction.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.8
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• pp.3732-3738
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• 2013

This study was conducted to compare the evaluation scores among different evaluation agents-tutor, peer and self evaluation. It also aimed to identify the correlations among the evaluation agents and each agent's influencing factors that can have impact on PBL evaluation. 105 nursing students who had PBL methods in their learning had 3 different tutor, peer and self evaluation consecutively with the PBL Effectiveness Evaluation Tool. Self evaluation score was higher than both tutor and peer evaluation for 3 different evaluation. There was a significant correlation between tutor evaluation and peer evaluation. 'Problem solving ability' for tutor evaluation and 'Cooperative learning ability' for peer evaluation and self evaluation were the influencing factors.

• Korean Medical Education Review
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• v.13 no.2
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• pp.9-23
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• 2011

This study aimed to investigate the effects of tutors' domain and teaching expertise on learning outcomes in a problem based learning (PBL) environment. Four tutors and 25 first-year medical students participated in this study. Tutors' domain expertise was classified by clinical or non-clinical which is basic medicine and teaching expertise by previous tutoring experiences or not. The results showed a statistically significant difference in achievement depending on the tutors' domain expertise. Students grouped with an experienced clinical tutor attained higher achievement scores than those with an experienced non-clinical tutor, while those with an inexperienced non-clinical tutor attained higher scores than those with both inexperienced clinical tutors and experienced non-clinical tutors. Students with clinical medicine tutors also showed higher satisfaction scores than those with non-clinical medicine tutors. In particular, students grouped with an experienced clinical tutor gained higher satisfaction scores than those with inexperienced non-clinical tutors, and among the inexperienced tutors, students tutored by a clinical tutor showed higher scores than those with a non-clinical tutor. Different intervention styles were also found depending on tutors' domain and teaching expertise. Experienced tutors gradually reduced the tutoring intervention, whereas the novice provided more as the semester proceeded. Moreover, experts with a clinical medicine degree preferred direct teaching, whereas, non-clinical tutors preferred facilitating. Also, experienced tutors in the clinical medicine facilitated critical awareness than the other tutors. These results show the importance of developing a program for novice tutors to improve PBL in medical education.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.857-879
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• 2015

This study investigated the relationships among middle school students' perceptions on the roles of online tutor, their deep learning, achievement, and overall evaluation of learning experiences in the context of inquiry based online gifted mathematics and science learning. For this purpose, 249 middle school students who took online course were surveyed about their perceptions on the degree to which their tutor performed the roles as an online tutor. The students were also asked about the activities which indicate deep learning approaches and overall course experiences such as the level of satisfaction, understanding and engagement in the course. The regression analyses were conducted to examine the relationships of students' perceptions on the roles of online tutor, deep learning, achievement, and overall course experiences. The results first showed that the roles of online tutor which affects students' deep learning approach such as high-order learning, integrative learning, reflective learning were the role as a subject matter and evaluation expert. Among the sub variables of deep learning approach the variable that was related to students' overall achievement was the use of high-order learning strategy. Second, the achievement in inquiry task was related to the role of tutor as a guide of learning process and method. Third, students' overall course evaluations such as the level of satisfaction, understanding and engagement were not related to any role of tutor.