• Journal of Agricultural Extension & Community Development
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• v.16 no.2
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• pp.463-486
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• 2009

The purpose of this study was to find out the differences of preferences in e-Learning contents delivery types according to information searching retrieval ability in agricultural high school students. Contents delivery types are limited three kinds which are HTML type, video type, and text type and need to know about differences. The following summarizes the results of this study. On the preference of e-Learning contents delivery type on information searching retrieval ability had differences. High level group of information searching retrieval ability showed that they mostly preferred text contents delivery type. However, low level group of information searching retrieval ability showed that they preferred video contents delivery type. The results support our belief that there could be the differences in preferences in e-Learning delivery types with students' information searching retrieval abilities. We suggest that delivery types of e-Learning should be based on the students not on designers and developers.

• The Korean Journal of Ecology
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• v.23 no.2
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• pp.89-100
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• 2000

On community data. sampled in regular intervals on a long-term basis. artificial neural networks were implemented to extract information on characterizing patterns of community changes. The Adaptive Resonance Theory and Kohonen Network were both utilized in learning benthic macroinvertebrate communities in the Soktae Stream of the Suyong River collected monthly for three years. Initially, by regarding each monthly collection as a separate sample unit, communities were grouped into similar patterns after training with the networks. Subsequently, changes in communities in a sequence of samplings (e.g., two-month, four-month, etc.) were given as input to the networks. After training, it was possible to recognize new data set in line with the sampling procedure. Through the comparative study on benthic macroinvertebrates with these learning processes, patterns of community changes in chironomids diverged while those of the total benthic macro-invertebrates tended to be more stable.

• Korean Journal of Construction Engineering and Management
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• v.3 no.1 s.9
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• pp.65-73
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• 2002

By its nature, software part of the construction industry such as engineering and so forth has been kept secret to outside, as it determines a company$^{\circ}{\phi}s$ competitiveness. As a result, construction field knowledge usually disappears with the end of a project. The objective of this study is to develop the knowledge management (BM) learning model tuned in to construction area in order to manage project-related knowledge and promote the knowledge management. This study presented a learning model for knowledge management in the construction field, with the aim to integrate a series of processes. The model is composed of EIP, EDMS, knowledge and failure cases management, CoP and e-Learning.

• Communications of Mathematical Education
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• v.25 no.1
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• pp.47-61
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• 2011

The purpose of this study is to suggest a professional development system for elementary teachers who wish enhance mathematical teaching. The learning community on elementary mathematical teaching was composed of fourth grade teachers in a elementary school and an expert from education university. The activities was processed as establishing of objectives and contents of the learning community, discussing and seeing good lesson video, planning the lesson in collaboration with members, practicing the lesson, and reflecting on activities. To analyze these activities, record materials of meetings, lesson videos, member's writing were used. The results reported that the learning community lead teachers to search the method of professional development and showed itself as the effective media to enhance elementary mathematical teaching professionalism.

• Communications of Mathematical Education
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• v.38 no.1
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• pp.1-26
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• 2024

As the limitations of professional development programs and individual attempts to improve teaching expertise have been reported, mathematics teachers have operated various types of teacher learning communities as alternative teacher professional programs. A teacher learning community can be considered a Community of Practice(CoP) in that it satisfies three factors of Cop, which are common purpose, mutual participation, and shared repertoire, so the 'learning' of a teacher community can be interpreted based on the theory of CoP. The purpose of this study is to investigate the process of identity development of five mathematics teachers who have been continuously involved in teacher communities. For this, the researcher collected data on the entire process of community activities through participant observation and conducted individual follow-up interviews to explore mathematics teachers' narratives and personal experiences. Results indicated that mathematics teachers experienced the development of practical knowledge related to mathematics teaching and learning, improvement of teaching practice through continuous reflection and introspection, and recognization the shared value of togethering through community immersion. Based on these experiences, implications for the effective operation of learning communities such as national support of teacher learning communities and horizontal and cooperative teacher norms were discussed, and follow-up research was proposed.

• 제어로봇시스템학회:학술대회논문집
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• 2005.06a
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• pp.1468-1473
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• 2005

In this paper, I proposed the INTelligent Agent System by Kohonen's Self Organizing Neural Network (INTAS). INTAS creates each user's profile from the information. Based on it, learning community grouping suitable to each individual is automatically executed by using unsupervised learning algorithm. In INTAS, grouping and learning are automatically performed on real time by multiagents, regardless of the number of learners. A new framework has been proposed to generate multiagents, and it is a feature that efficient multiagents can be executed by proposing a new negotiation mode between multiagents..

• International Journal of Computer Science & Network Security
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• v.21 no.1
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• pp.125-136
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• 2021

The development of systems that can generate automatically instructional material is a challenging goal for the e-learning community. These systems pave the way towards large scale e-learning deployment as they produce instruction on-demand for users requesting to learn about any topic, anywhere and anytime. However, realizing such systems is possible with the availability of vast repositories of web information in different formats that can be searched, reused and integrated into information-rich environments for interactive learning. This paradigm of learning relieves instructors from the tedious authoring task, making them focusing more on the design and quality of instruction. This paper presents a mobile learning system (Mole) that supports the generation of instructional material in M-Learning (Mobile Learning) contexts, by reusing and integrating heterogeneous hypermedia web resources. Mole uses open hypermedia repositories to build a Learning Web and to generate learning objects including various hypermedia resources that are adapted to the user context. Learning is delivered through a nice graphical user interface allowing the user to navigate conveniently while building their own learning path. A test case scenario illustrating Mole is presented along with a system evaluation which shows that in 90% of the cases Mole was able to generate learning objects that are related to the user query.

• 한국정보교육학회:학술대회논문집
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• 2006.08a
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• pp.231-243
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• 2006

웹 커뮤니티 기반 온 오프라인 연계 자기주도 학습모형은 일반적으로 전통적인 면대면 교육방식이 갖고 있던 시간과 공간상의 제약 및 상호작용성의 한계를 극복하려던 e-Learning의 노력에서 한 걸음 더 나아가, e-Learning 교육 방식에 전통적인 면대면 교육방식이 갖고 있는 교육적 장점을 결합, 적절히 활용함으로써 학습효과를 극대화하기 위한 학습전략-소위 Blended Learning이다. 이에 이 논문에서는 교실이라는 제한된 범위를 넘어 다른 지역, 다른 학습자끼리 공동 관심사항에 대해 각기 자료를 검색하고, 취합하여 결과물을 공유하는 시스템을 적용하였다. 이 연구는 많은 사람들과의 연계를 통해 지기주도적 상호작용을 활성화한다는 점 이외에도 전문가 집단의 도움을 쉽게 받을 수 있으며 서로 다른 환경과 문화에 대해 통찰할 수 있는 기회를 제공해 준다는 점에서 의의가 있다.

• School Mathematics
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• v.12 no.1
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• pp.17-26
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• 2010

The purposes of this study were to understand mathematics teachers' difficulties under the context of community and to contribute to the research on professional development using a partnership between a high school and a university. I examined what struggles mathematics teachers had in building a learning community. I used data from a project in South East area in U.S.A. Three student teachers, three mentor teachers, and a university teacher participated in this study. Data sources included cluster meeting observations, interviews, and documents (such as open-ended surveys and e-mail responses). Data were analyzed using case study and narrative analysis methods. The results showed that the participants had power issues, issues about selecting topics to discuss, criticizing others, sharing goals, and managing time and the number of members.

• Asia pacific journal of information systems
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• v.16 no.4
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• pp.179-202
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• 2006

The objective of this study is to identify the impacts of communication reinforcement on performance of learning in Web-PBL. Communication reinforcement is defined as the combination of information sharing and co-construction. As factors facilitating communication reinforcement, we propose learner's characteristics, task characteristics, and group characteristics. Learner's characteristics are collaboration-orientation, openness, holistic approach, and online community-orientation which reflects e-learning environment. Collaboration-oriented tasks as group projects were developed and given to groups with 5-6 members. The group characteristics are categorized into 'horizontal' and 'vertical', according to the patterns of communication between a group leader and members. To verify empirically the proposed research model, an experimental design was performed to learners who took on-line and off-line courses with group projects. We found important results as follows; First, field dependence has positive impacts on information sharing, and online community-orientation has positive impacts on co-construction. These results correspond with prior studies on relationship between field dependence and collaborative learning. Second, collaboration-oriented task directly impacts on information sharing, and indirectly affects co-construction, This result implicates that information sharing is pre-requisite of co-construction. Third, 'horizontal' was identified as a factor giving positive effects on information sharing and co-construction. This result implies that horizontal communication is very important to facilitate communication reinforcement.