• 대한공업교육학회지
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• v.31 no.2
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• pp.332-349
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• 2006

The purpose of this study is to identify the relationship between the University students' learning styles in an e-learning according to the major field and learning styles in an e-learning according to the psychological types. The results of the research are as follows: First, The Major field made no difference to the learning styles in e-learning. E-learning styles of University student are as follows : the environment-dependent and self-directed learning style, positive and cooperative learning style, environment-independent and self-directed learning style. Second, In comparison with the boys and girl's the learning styles in e-learning, there were individual differences. But the environment-dependent and self-taught learning style was the highest learning style in Boys and Girl's but, especially there was more high in Girl's. Third, Amount to use internet made no difference to the learning styles in e-learning. The difference of learning styles in an e-learning environment according to Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling among Psychological Types were statistically meaningless.

• 대한공업교육학회지
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• v.37 no.1
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• pp.107-124
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• 2012

The purpose of this study is to provide the basic pedagogical resources for designing the optimum teaching and learning environment in e-Learning through the survey study on learning behavioral styles (LBS) of the gifted students and ordinary students who have experienced e-Learning. And the major results of the study are as follows: The Major field made a very strong difference to the learning behavioral styles between the gifted students and the ordinary students in e-learning environment. On the basis of the study, the LBS sequence of gifted students is the 'passive learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-independent and self-directed learning behavioral style', and the LBS sequence of ordinary students is the 'passive learning behavioral style', 'positive and cooperative learning behavioral style', 'environment-dependent and self-directed learning behavioral style', 'environment-independent and self-directed learning behavioral style'. Simultaneously, there are some individual difference in the learning behavioral style by gender, grade, and the time of using computer between the gifted students and the ordinary students.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.206-212
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• 2007

웹을 기반으로 하는 e-러닝에 대한 교육적 수요는 증가하고 있다. 이와 동시에, 학습 공간으로서의 사이버 공간의 활용에 대한 고민도 증가하였다. 전통적인 학습활동을 사이버 공간에 복제하려 했던 고전적 방식이 e-러닝 또는 사이버 학습이 아니라는 사실을 확인하기 시작했기 때문이다. e-러닝의 가치가 강조됨에도 불구하고, 실제 사이버 공간에서 일어나는 학습자의 특성과 학습활동이 구체적으로 어떻게 일어나는 지에 대한 탐색은 미흡하다. 산재한 정보를 스스로 가공한 지식, '학습하는 방법을 학습'하는 것이라는 개념들이 제시됨에도 불구하고, 사이버 공간에 산재한 정보, 학습하는 방법의 학습, 그리고 사이버 공간의 학습특성에 대한 논란은 여전하다. 본 연구에서는 실제 사이버 학습 사이트를 이용하고 있는 학습자들의 행동을 중심으로, 학습자의 특성을 탐색하였다. 사이버 공간에서 보이는 스스로 학습하는 방법이 무엇인지 확인하고 이것이 다양한 학습자 유형으로 구분되는 지를 확인하고자 하였다. 연구대상이 된 사이버 학습 사이트는 서울, 부산, 대구, 광주 교육청에서 운영하는 사이버 가정 학습관이었다. 총 1535명의 사이버 가정 학습관 이용자들의 특성이 분석되었다. 사이버 가정학습관 이용자들의 행동특성은 9개의 요인-놀이 활동, 공동 경험, 현실 정체, 공동 성취, 개인주의, 경쟁 지향, 성취감, 편리성(조작 용이), 생생함-으로 구분되었다. 9개의 활동 요인을 기준으로 하여 확인된 학습자 유형은 4가지로 나타났다. 4가지 학습자 유형은 각각 독야청청형, 동고동락형, 의무방어형, 희희낙낙형으로 명명되었다. 이들 유형은 학습 활동 정도 및 사이트 이용 행동, 학습 스타일(사이버 학습 활동 양식)에서 서로 차이가 있었다. 본 연구는 기존의 이론적인 모델에 기초하여 임의적으로 구분된 사이버 학습자 유형 구분이 아닌, 실제 학습 활동을 탐색하였다는 측면에서 의미가 있다. 특히, 기존의 오프라인 학습 이론 및 학습자 특성 연구를 사이버 학습에 그대로 적용할 것이 아니라 사이버 공간의 특성이 실제 학습 활동에서 어떻게 나타났는지를 밝히려고 했다는데 그 의의가 있다. 향후, 사이버 학습자 유형에 따른, 사이버 학습활동의 촉진방안이나 학습 효과의 차이를 높일 수 있는 구체적인 학습 시스템의 설계 및 운영 모델에 대한 탐색이 필요할 것이다.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.9-22
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• 2008

The purpose of this research is to develop a prototype of the support system in order for team building associated with web-based project learning having applied Kolb's learning style. To accomplish this purpose, the following research tasks were performed. First, core idea in order to embody the system's value, key activities, tools that will support pertinent activities and the strategy so as to develop guidelines, etc. were devised and prepared. Second, a system was designed on the basis of structural model of teaching design, then after, interface was developed. The core factors in this system are inspection of learning style, organizing a team and team building. Above all, it is required to make learners know about learning environments, of which they are in favor, and also its distinctive features through inspection of learning style, and then focusing on learning style, a team should be organized insomuch as to accommodate a variety of learning styles as much as possible. For the purpose of team building, after learning style of each constituent member of the team has been made known, then the roles will be divided among the constituent members of the team so as to suit their individual characteristics referring to each of their learning styles that have been exposed. To verify the value of this system developed and efficiency thereof, a focus group interview was conducted. The focus group consisted of professionals, all from related fields. After the interview, the points required to make further improvements were elicited and taken care of by follow-up actions as needed. And having reflected such improvements made, the final system was developed. With this newly developed system, learners can get the results of inspection of learning style so quickly by performing inspection any time any where, and based on the results from such inspection, a team comprising dissimilar constituents who exhibit a variety of different propensities will be automatically organized. Thus, this system may be used not only for web-based project learning having unspecified persons elected as constituents, but in the offline space also.

• Journal of the Korean Society of Floral Art and Design
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• no.45
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• pp.47-56
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• 2021

It was applied by making the models such as the prior learning (e-learning), modeling by manual, learner's practice, 1:1 teaching coaching, self evaluation, coaching behavior assessment(primary, secondary), and self-directed practice. First, the cognitive practice education through the prior learning is very essential in the practice of floral design. Second, the practice class of floral design is a class where the professor generally set an example first, and the learners followed. Third, this study was to prepare the checklist, reflect it through the self evaluation, and prepare the evaluation form in accordance with the element, principle, and technical parts of floral design about the finished works. Fourth, contrary to the existing class completing within the class hour, the practice class is a process of trying to do self-directed practice, returning to home. Fifth, this study was to evaluate the works the learner made once again through the sketching and photographing by placing the work process of portfolio at the last step. To conclude, this study has found that such series of process through six steps on the practice form by the learner only would be excellent teaching learning model to improving the basic capacity of floral design. Accordingly, the development of teaching materials related to this and adaptation in the field in the future is considered as it will be very helpful to the learners' self-directed learning.

• The Journal of the Korea Contents Association
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• v.10 no.9
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• pp.487-495
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• 2010

Online content evaluation standards were suggested in order to improve quality of education for informatics gifted students in this paper. This evaluation standards were developed by thinking and learning style and characteristics of gifted students which were presented in preceding research. The evaluation standards were reviewed through reliability analysis as well as analysis of the characteristics of items and validity analysis by experts of informatics gifted student education sector. In the result of analysis, reliability of items has been very reliable. Level of difficulty and discrimination about the characteristics of items has also shown satisfactory value. Developed the evaluation standards has 5 evaluation categories such as "talent development", "Interaction", and others. It also has 11 evaluation factors and 40 evaluation items. The online content evaluation standards can be helpful and useful in order to develop qualitative online contents and select online contents for informatics gifted student.

• Journal of the Korea Society of Computer and Information
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• v.26 no.6
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• pp.183-193
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• 2021

In this paper, the author found and analyzed the problems caused by the change of traditional teaching methods to online in classrooms and laboratories. Looking at the analysis of major problems, first, there were various technical problems, including not all environments and facilities being connected to the Internet. Second, the effectiveness of virtual classes, which were suddenly switched online, could also be questioned. Finally, in the face of a new environment, the stress of teachers to adapt rapidly to the new teaching methodology was a problem. The author proposed digital transformation as a way to address these problems. The author analyzed educational changes, learning modalities and various technical tools, and various tasks to enable digital transformation. First, the author investigated, analyzed, and presented the factors necessary to efficiently operate the classroom environment that will change to online. Next, the author analyzed the factors and problems needed to make the students' classes reliable and efficient, and proposed solutions. Finally, the author pointed out the problem that during online lectures, the responsibility of learning is excessively transferred from teachers to students, and proposed a solution to this problem. Subsequently, the author proposed future studies.

• Korean Journal of Remote Sensing
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• v.36 no.5_3
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• pp.1077-1093
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• 2020

Sea Surface Temperature (SST) is an important environmental indicator that affects climate coupling systems around the world. In particular, coastal regions suffer from abnormal SST resulting in huge socio-economic damage. This study used Long Short Term Memory (LSTM) and Convolutional Long Short Term Memory (ConvLSTM) to predict SST up to 7 days in the south sea region in South Korea. The results showed that the ConvLSTM model outperformed the LSTM model, resulting in a root mean square error (RMSE) of 0.33℃ and a mean difference of -0.0098℃. Seasonal comparison also showed the superiority of ConvLSTM to LSTM for all seasons. However, in summer, the prediction accuracy for both models with all lead times dramatically decreased, resulting in RMSEs of 0.48℃ and 0.27℃ for LSTM and ConvLSTM, respectively. This study also examined the prediction of abnormally high SST based on three ocean heatwave categories (i.e., warning, caution, and attention) with the lead time from one to seven days for an ocean heatwave case in summer 2017. ConvLSTM was able to successfully predict ocean heatwave five days in advance.