• Journal of Information Technology Applications and Management
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• 제15권3호
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• pp.153-167
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• 2008

This study examines the effect of sense of community on the relationship between learner satisfaction and influencing factors related to the online learning environment. Influencing factors related to the online learning environment are derived from previous literature and classified into two groups : social dimension (leader's enthusiasm, offline activities) and system dimension (usefulness, ease of use, enjoyability). Learner satisfaction is defined as the learners' perceived learning gains from taking an online class. Study participants included 250 university students from two different institutions. The participants were divided into 43 groups and asked to complete an online TOEIC preparation module using a commercial cooperative learning system over 4 weeks. Data were collected at three points for each participant, at the beginning, 3 weeks after, and at the end of the online module. Two system factors related to the online learning environment (ease of use, usefulness) directly influenced learner satisfaction, while social factors indirectly influenced learner satisfaction through the mediating role of sense of community.

• 한국보건간호학회지
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• 제34권3호
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• pp.405-415
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• 2020

Purpose: This study was undertaken to identify the mediating effect of family strengths in the relationship between e-learning readiness and learning management system-based online education learning outcomes. Our results provide basic data for proposing strategies to increase online education learning outcomes of nursing students. Methods: A self-report questionnaire was surveyed by 133 nursing students who took online education using a learning management system at three nursing colleges in Daejeon, Jeonbuk, and Gyeongbuk. The mediating effect of family strengths in the relationship between the e-learning readiness of the subject and online education learning outcomes, were analyzed by hierarchical multiple regression. Sobel test was performed to verify effectiveness of the pathway. Results: In the relationship between e-learning readiness and online education learning outcomes of nursing students, family strengths were determined to exert absolute mediating effect. Conclusions: Our results indicate that in order to improve e-learning readiness, the basic curriculum for nursing students should include web-based communication, cooperation, and the use of information technology, including interaction for online education. Improvements in family strengths can be achieved through home study activities, such as frequent conversations with members, monitoring achievements of the students, and sharing family leisure activities.

• 공학교육연구
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• 제24권5호
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• pp.3-14
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• 2021

This study deals with the case of online-based project learning, which was designed for the purpose of university educational innovation and enhancing learners' competencies required by society, operated during the COVID-19 pandemic. The course was applied Python programming language, team-based project learning, and intensive course system, which is required by our society and companies in the era of the 4th industrial revolution. Also it was operated as a non-face-to-face online class, which would have been operated in an offline class if it had not been for Covid 19 pandemic, to explore the possibilities and educational effects of online learning. To do this, 32 university students participated in online-based project learning during 8 weeks, and then conducted a survey. The survey results were analyzed in terms of i) non-face-to-face online learning, ii) team-based project learning, and iii) application of the intensive course system. Results say that most of the learners were satisfied with the online learning, team-based project learning, and the intensive semester system applied in this course at a high level, and also they clearly presented the reasons. Thereby, it has been confirmed that the learners were already well aware of the pros and cons of each learning method. Based on these results, the implications were discussed.

• 한국융합학회논문지
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• 제11권8호
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• pp.139-145
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• 2020

컴퓨터 기술의 급속한 발전으로 인해 ICT 기술을 이용한 온라인 학습은 이미 우리 생활에 빠르게 정착하고 있다. 음악 교육은 오프라인 기반의 환경을 중심으로 진행되었으나, 온라인 교육에 시공간 제약이 없다는 점, 학습자 주도의 쌍방향 교육이 가능하다는 점에서 그 교육 방식을 온라인으로 전환하는 연구가 활발히 진행되고 있다. 본 연구는 온라인에서 적응형 학습이 가능하도록 '화성학' 학습 시스템을 제안, 설계, 구현하는 일련의 과정을 담는다. 이 시스템은 다음과 같은 긍정적 효과를 기대할 수 있다. 첫째, LMS 기반의 플랫폼을 제공하여, 경제적·지리적 요인에 해당하는 사회적 교육 문제를 해결할 수 있다. 둘째, 온라인 적응형 화성학 학습 시스템이 자동으로 제공하는 객관적인 학습 피드백과 교수자의 학습 피드백을 모두 제공한다. 셋째, 학습자가 자신이 학습한 화성학 문제에 대한 추천 답안을 받을 수 있다. 이러한 이점을 활용한 온라인 적응형 화성학 학습 시스템은 교수자와 학습자 간의 효과적인 교수 학습을 증진시킬 수 있을 것으로 기대한다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권3호
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• pp.271-280
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• 2006

In this paper, an Online Scientific Inquiry Learning System was developed with the aim of improving student's scientific literacy and scientific inquiry ability. It was determined that there should be 4 distinct principles applicable to the design of the Learning system. First, it should enrich learner's motivation. Second, it should provide students with the chance for reflecting on the inquiry process. Third, it should emphasize multi-dimensional forms of interaction. Fourth, students should be able to create new information through it. The server system including the database, equation editor, reporting tool, search engine were all utilized for developing the learning system. In addition, the authors produced 24 web-based projects which were guided inquiry activities in which various inquiry abilities (reasoning, prediction, experiment design) could be developed. An Online Scientific Inquiry Learning System is not the only program which could be utilized in improving scientific inquiry abilities, but at the very least, such a system can serve as the prototype for developing an online learning system.

• Educational Technology International
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• 제15권2호
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• pp.71-88
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• 2014

A variety of studies to predict students' performance have been conducted since educational data such as web-log files traced from Learning Management System (LMS) are increasingly used to analyze students' learning behaviors. However, it is still challenging to predict students' learning achievement in blended learning environment where online and offline learning are combined. In higher education, diverse cases of blended learning can be formed from simple use of LMS for administrative purposes to full usages of functions in LMS for online distance learning class. As a result, a generalized model to predict students' academic success does not fulfill diverse cases of blended learning. This study compares two blended learning classes with each prediction model. The first blended class which involves online discussion-based learning revealed a linear regression model, which explained 70% of the variance in total score through six variables including total log-in time, log-in frequencies, log-in regularities, visits on boards, visits on repositories, and the number of postings. However, the second case, a lecture-based class providing regular basis online lecture notes in Moodle show weaker results from the same linear regression model mainly due to non-linearity of variables. To investigate the non-linear relations between online activities and total score, RF (Random Forest) was utilized. The results indicate that there are different set of important variables for the two distinctive types of blended learning cases. Results suggest that the prediction models and data-mining technique should be based on the considerations of diverse pedagogical characteristics of blended learning classes.

• 한국정보시스템학회지:정보시스템연구
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• 제32권4호
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• pp.95-118
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• 2023

Purpose This study employed the Technology Acceptance Model (TAM) to understand students' acceptance of online learning systems. Specifically, this study investigated the factors influencing the behavioral intention of South Korean major university students to use online learning systems for educational purposes in the period when their university life had largely returned to the state it was in before the COVID-19 pandemic. Design/methodology/approach This study examined the impact of four external factors: self-efficacy, personal innovativeness, perceived enjoyment, and system quality, on two TAM constructs: perceived ease of use and perceived usefulness. Additionally, this study explored how perceived ease of use and perceived usefulness affect the behavioral intention to use online learning systems. We conducted an online-based survey using a structured questionnaire. The data collected from the survey were then subjected to Structural Equation Modeling (SEM) analysis to test the study's hypotheses and examine the relationships among the various constructs. Findings The findings reveal that perceived usefulness and ease of use significantly influence students' behavioral intentions to use online learning systems. Furthermore, factors of self-efficacy, perceived enjoyment, and system quality positively affect perceived usefulness and ease of use. Notably, personal innovativeness impacts ease of use but not perceived usefulness.

• 디지털융복합연구
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• 제19권5호
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• pp.269-277
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• 2021

이 연구의 목적은 대학의 온라인 수업에 대한 대학의 운영 및 시스템지원이 학습실재감을 매개로 학습참여도에 미치는 영향을 분석하고 구성요인들 간의 구조적 관계를 탐색하는 것이다. 연구목적을 달성하기 위해 온라인수업으로 이루어지는 공통교양과목 중 '대학영어2' 수강생 135명을 대상으로 구조방정식 모형의 확인적 요인분석을 통해 연구모형의 적합도 분석과 경로구조 분석을 실시했다. 연구결과, 첫째, 온라인 수업환경에 대한 대학의 운영지원이 학습자의 학습실재감에 정적인 영향을 치는 것으로 나타났다. 둘째, 온라인 수업환경에 대한 대학의 운영지원이 학습실재감을 완전매개하여 학습참여도에 긍정적 영향을 미치는 것으로 나타났다. 본 연구는 대학의 온라인 수업에서 환경특성 요인인 온라인 수업에 대한 지원, 학습자 특성 요인으로 학습실재감, 학습참여도간의 구조적 관계를 규명하여 온라인 학습장면에서 학습참여도에 대한 이해의 폭을 넓히고 교수·학습 설계에 고려해야 하는 시사점을 제시해 주었다는 점에서 연구의 의의를 지닌다.

• 한국융합학회논문지
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• 제13권4호
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• pp.39-44
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• 2022

수학 프랜차이즈 교육기업들은 다양한 온라인 학습 시스템을 개발하여 학습자에게 온-오프 통합 교육을 진행하고 있다. 기존 온라인 학습은 학습자에게 한 방향의 강의 콘텐츠 전달과 학습 결과에 대한 양적인 문제풀이 학습을 진행하고 있다. 그러나 학습자 마다 학업 성취 역량이 다르며 수학문제를 해결할 때 정확히 어느 부분에서 이해도가 떨어졌는지를 확인할 수 없다. 본 논문에서는 체계적이고 구조적인 WCSNA 학습법을 제안하고 이를 기반으로 온라인 학습시스템을 구축하여 학습자의 취약한 부분을 발견하고 효율적인 학습자 관리방안을 제안한다. 개발된 학습법과 시스템을 통하여 학습자에게는 균형 잡힌 문제해결 능력을 배양하고, 프랜차이즈 기업에게는 차별화된 브랜드 이미지 및 상담 서비스를 제공할 것으로 기대한다.

• 정보처리학회논문지B
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• 제9B권2호
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• pp.155-162
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• 2002

강화 학습(reinforcement teaming)은 시행-착오(trial-and-er개r)를 통해 동적 환경과 상호작용하면서 학습을 수행하는 학습 방법으로, 실시간 강화 학습(online reinforcement learning)과 지연 강화 학습(delayed reinforcement teaming)으로 분류된다. 본 논문에서는 미로 환경에서 최단 경로를 빠르게 탐색할 수 있는 실시간 강화 학습 시스템(ONRELS : Outline REinforcement Learning System)을 제안한다. ONRELS는 현재 상태에서 상태전이를 하기 전에 선택 가능한 모든 (상태-행동) 쌍에 대한 평가 값을 갱신하고 나서 상태전이를 한다. ONRELS는 미로 환경의 상태 공간을 압축(compression)하고 나서 압축된 환경과 시행-착오를 통해 상호 작용하면서 학습을 수행한다. 실험을 통해 미로 환경에서 ONRELS는 TD -오류를 이용한 Q-학습과 $TD(\lambda{)}$를 이용한 $Q(\lambda{)}$-학습보다 최단 경로를 빠르게 탐색할 수 있음을 알 수 있었다.