• 한국수학교육학회지시리즈E:수학교육논문집
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• 제24권1호
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• pp.259-282
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• 2010

본 연구자들은 이 논문에서 다변수미적분학 수업에 적용한 변형 무어교수법(Modified Moore Method)을 소개하고, 이 교수법을 적용한 수업에서 학습에 대한 학생들의 인식변화와 학습 효과를 관찰하여 효과적인 교수 학습을 논의하였다. 본 연구는 3주 기간의 여름계절학기 강좌로 개설된 다변수미적분학 수업을 수강한 15명의 학생들을 대상으로 실시되었다. 학생들의 능동적 예습을 안내하기 위하여 주요 수학 개념에 관련된 단계별로 구조화된 발문 형식의 예습자료를 미리 제시하였다. 수업 중 학생들의 소그룹 협력학습 과정과 발표를 관찰하고, 매 수업 후반에 작성한 학생들의 강의일지와 학기말에 실시한 설문 조사를 분석한 결과에 의하면, 학생들은 스스로 탐구하여 발견하는 학습을 통하여 주제 개념에 대하여 보다 깊이 이해할 수 있음을 인식하게 되었고, 동료와의 토론 및 상호 가르침을 통하여 다양한 내용의 학습과 반성적 사고를 경험할 수 있었다.

• 대한원격탐사학회지
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• 제34권6_2호
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• pp.1239-1249
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• 2018

광학 위성영상은 레이더 영상에 비해 시각적으로 친숙한 영상을 제공한다. 하지만해빙종류에 대한 구분은 분광학적으로 쉽지 않아 기존 기계학습에서 주로 사용하는 분광정보를 이용한 분류기법을 이용했을 경우 광학영상에서 해빙종류의 구분은 매우 어렵다. 본 연구에서는 분광정보 기반의 분류모델이 아닌 딥러닝 기반 분류기법인 semantic segmentation을 이용하여 계층적, 공간적 패턴을 학습하여 해빙종류 분류를 수행하였다. 또한 주기적으로 획득되는 광학위성자료에 비해 감독분류에서 매우 중요한 양질의 레이블 자료는 수집하는데 있어 높은 시간 및 노동 비용이 소모된다. 본 연구에서는 부족한 레이블 자료로 인해 어려운 다중영상에 대한 감독분류 문제를 준지도학습과 능동학습의 결합을 통해 해결을 시도 하였다. 이를 통해 레이블 되지 않은 새로운 영상자료로부터 추가적인 레이블을 스스로 학습하여 분류모델을 강화할 수 있었으며, 이는 향후 광학영상 기반의 운영 가능한 해빙종류 산출물 개발에도 적용될 수 있을 것으로 기대된다.

• 한국산업정보학회논문지
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• 제11권5호
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• pp.181-189
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• 2006

유비쿼터스 기술은 학습 분야에서 많은 변화를 요구 하고 있으며, 이러닝 컨텐츠 분야 역시 이 기술에 기초한 컨버전스 학습컨텐츠 개발로 변화되어야 한다. 그러나 현재까지 대다수의 이러닝 컨텐츠는 기술융합적 관점에서 매우 미약하고 학습자 눈높이에 맞춘 컨텐츠로 보기는 많은 무리가 따른다. 따라서 본 연구의 목적은 학습자 중심의 이런닝 컨텐츠 개발 방안을 제시하는데 있다. 이를 위해 형식, 비형식 학습의 장점을 적극 활용하게 되는 컨버전스 학습모형을 살펴 본 후, 컨버전스 시대 이러닝 컨텐츠 개발을 위한 학습관리시스템에 대한 과제분석, 스토리텔링, 그리고 피드백 디자인 전략의 중요성을 살펴 보고 학습자 중심의 효과적인 컨텐츠 개발 방안을 제시 한다.

• International Journal of Contents
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• 제15권2호
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• pp.59-74
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• 2019

The objective of this study was to analyze the influence of physical education classes based on Flipped Learning on self-directed learning abilities and learning attitude towards these classes, for middle school students. The study selected 90 students as an experimental group (3 classes) and 97 students as a control group (3 classes), among 240 students of the first-year students attending a middle school located at Jeonju City of South Korea, applying convenience sampling, one of the non-probability sampling methods. For the experimental group, 36 sessions of physical education classes were held for 14 weeks, while the control group received teacher-centered classes. Comparing the results with the control group, the experimental group showed significant differences in terms of all sub factors of self-directed learning abilities, namely; desire for learning, learning objective establishment, basic self-management abilities, selection of learning strategy and self-reflection. Moreover, the experimental group manifested significant differences in terms of all sub factors of attitude towards the physical education subjects, namely; positive emotions, negative emotions, health & physical strength, interpersonal relations, physical activities & movements, and active participation & positive performance. From the findings, it can be considered that physical education classes based on Flipped Learning contributed to improving self-directed learning abilities and attitude towards physical education classes. This result can serve as a significant basic material for designing and performing classes in raising the understanding of Flipped Learning and effectively applying Flipped Learning in physical education classes.

• 한국지진공학회:학술대회논문집
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• 한국지진공학회 2000년도 추계 학술발표회 논문집 Proceedings of EESK Conference-Fall 2000
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• pp.509-514
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• 2000

A structural control algorithm using CMAC(Cerebellar Model Articulation Controller) neural network is proposed Learning rule for CMAC is derived based on cost function. Learning convergence of CMAC is compared with MLNN(Multilayer Neural Network). Numerical examples are shown to verify the proposed control algorithm. Examples show that CMAC can be applicable to structural control with fast learning speed.

• 한국정보과학회:학술대회논문집
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• 한국정보과학회 2012년도 한국컴퓨터종합학술대회논문집 Vol.39 No.1(B)
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• pp.495-497
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• 2012

클래스라벨에 대한 정보를 가진 데이터가 매우 적을 때 클래스라벨 정보가 없는 데이터로부터의 정보를 학습에 활용하는 반감독학습(semi-supervised learning) 방법들 중에서 데이터 샘플들 간의 유사도를 나타내는 그래프를 이용하는 방법이 잘 알려져 있다. 본 논문에서는 그래프 기반 반감독 학습에서 배치 모드 능동적 학습을 위한 방법을 제안하고 실제 데이터를 이용한 실험결과를 통해 제안된 방법의 성능을 입증한다.

• 대한원격탐사학회:학술대회논문집
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• 대한원격탐사학회 2003년도 Proceedings of ACRS 2003 ISRS
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• pp.210-212
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• 2003

Active sensors are rapidly conquering a share on the remote sensing market and offer among others new possibilities toward automatically acquiring 3D building data. Better dissemination of information about new technological developments can possibly be achieved by short distance-learning courses. The paper describes the didactic and technical aspects of a course we have designed and conducted on airborne laser scanning and interferometric SAR. The building extraction application is a good example to illustrated the added value of short electronic-learning courses above simply publishing (digital) papers.

• Educational Technology International
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• 제12권2호
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• pp.95-116
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• 2011

This study examines effects of Facebook on language learning in terms of facilitating interaction and collaboration by applying Facebook in a Korean language class. Forty one exchange students from seventeen countries who participated in the study used Facebook to exchange information and complete group projects. Results show that Facebook was effective in sharing class materials, engaging in class community and collaborating to complete assignments. Students also comment that socializing with peers was helpful, yet more activities and discussion to draw active participation is needed. This study also points out the important role of instructors who implement social media and manage the class.

• 동의신경정신과학회지
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• 제12궈1호
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• pp.123-135
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• 2001

Objective: This study was designed to assess antidepressant effects of Quibitang on an Animal Model of Depression induced by Chronic Mild Stress. Method: The consumption of 1% sucrose solution and active avoidance learning test were used to evaluate antidepressant effect of Quibitang. The consumption of 1% sucrose solution was measured every week for 8 weeks, and active avoidance learning test was executed after 4 weeks treatment of saline or Quibitang. Result: 1. The consumption of 1% sucrose solution was significantly reversed in test group (Quibitang-treated group) at 5th, 7th, 8th weeks, but there was no significant change in control group. 2. Chronic Mild Stress was found to suppress the increase of body weight at 5th, 6th, 7th, 8th weeks. Treatment of Quibitang did not enhanced the body weigt, but it enhanced the consumption of sucrose solution. 3. In order to measure the learning ability of rat which drived to be depressed, we executed active avoidance test. The result revealed that depressed rat showed impaired acquisition than control group, and the treatment of Quibitang restored the learning activity. Conclusion: These results suggest that Quibitang may have antidepressant effects on depression induced by chronic mild stress.

• 한국어교육
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• 제25권1호
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• pp.53-82
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• 2014

This study aims to find the method to promote interaction in L2 classrooms. Active interaction between learner-to-learner and learner-to-teacher in L2 classroom plays an important role in language acquisition. In light of this, L2 classroom would benefit with the help of learning tools such as Clickers which helps learners to express their level of understanding during the process of learning itself. This is because the anonymity of Clickers allows learners to express their needs without the social risks associated with speaking up in the class. It allows for an evaluative feedback loop where both learners and teachers understand the level of progress of the learners, better enabling classrooms to adapt to the learners' needs. Eventually this tool promotes participation from learners, This is in turn, believed to be effective in fostering classroom interaction, allowing learning to take place in a more comfortable yet vibrant way. This study is finalized by presenting the result of an experiment conducted to verify the effectiveness of this approach when teaching pragmatic aspect of the Korean expressions with similar semantic functions. As a result of the research, the learning achievement of learners in the experimental group was found higher than the learners' in a control group. Analyzing the data collected from a questionnaire given to the learners, the study presented data suggesting that this approach increased the scope of interactivity in the classroom, thus enhancing more active participation among learners. This active participation in turn led to a marked improvement in their communicative abilities.