• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1996.10a
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• pp.27-34
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• 1996

GENIE is a learning-based engine for building intelligent systems. Learning in GENIE proceeds by incrementally modeling its human or technical environment using a neural network and a genetic algorithm. The neural network is used to represent the knowledge for solving a given task and has the ability to grow its structure. The genetic algorithm provides the neural network with training examples by actively exploring the example space of the problem. Integrated into the training examples by actively exploring the example space of the problem. Integrated into the GENIE system architecture, the genetic algorithm and the neural network build a virtually self-teaching autonomous learning system. This paper describes the structure of GENIE and its learning components. The performance is demonstrated on a robot learning problem. We also discuss the lessons learned from experiments with GENIE and point out further possibilities of effectively hybridizing genetic algorithms with neural networks and other softcomputing techniques.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.127-152
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• 2004

The purpose of this study is to elaborate design strategies for a Web-based self-directed cooperative distance language learning community. Research was done regarding the theoretical foundations for self-directed cooperative language learning and Web-based learning communities. The components of a Web-based community for self-directed cooperative language learning system are also investigated. As a result of this study, design strategies for Web-based communities are suggested. There are performance and supporting environments(synchronous/asynchronous) for self- directed cooperative language learning. There are also cultural experiences and communication factors in the performance field. Furthermore, matching communicators, finding and offering information, language learning content and other supporting agents are important in the supporting environment.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.23-52
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• 2004

This paper investigated students' and teachers' attitudes toward L2 grammar in EFL learning context. In a study in which attitude was viewed as consisting of three different components such as cognitive, affective, and behavioral, questionnaire developed on the basis of such a view of attitude was used as a data collection method. The results of the study indicated that in general, both students and teachers were similar to each other in their attitude toward L2 grammar. Among the findings, most important, two groups were shown to fully understand the important role of grammar in L2 learning. Another finding was that despite the 6th national curriculum for English education, our English class was still dominated by grammar-centered instruction. Also it was shown that the way teachers had been taught L2 grammar had a considerable effect on the way they would instruct it in their future classes. Based on these findings, some suggestions were offered for effective grammar pedagogy in EFL context.

• International Journal of Knowledge Content Development & Technology
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• v.6 no.2
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• pp.67-92
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• 2016

Employing a newly developed conceptual framework of the tasks and activities that comprise today's digital scholarly undertaking and their potentially reputation building, maintaining and enhancing components, the efforts of ResearchGate in supporting scholars' reputation building endeavours were put under the microscope. Not unexpectedly, RG performs well in regard to basic research activities. Clearly, too, with ten metrics at its disposal, RG is in a league of its own when it comes to monitoring individual research reputation. Where RG falls down is regarding scholarly activities that do not concern pure research and so especially teaching. Its claim to have created a new way of measuring reputation is only partially true because if it wants to do so genuinely then it needs to extend the range of scholarly activities covered. RG also falls short in informing members as to the nature and changes to its service and of embracing new actors, such as citizen scientists and amateur experts.

• Proceedings of the KIEE Conference
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• 2001.07d
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• pp.2487-2489
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• 2001

This paper presents a virtual laboratory system which can be creating efficiencies in the learning process. The proposed virtual laboratory system for electrical circuits provides interactive learning environment under which the multimedia capabilities of world-wide web can be enhanced. The virtual laboratory system is implemented to describe the on-campus laboratory, the learners can obtain similar experimental data through it. The virtual laboratory system is composed of four important components : Principle classroom, Simulation classroom, Virtual experiment classroom and Management system. Learning efficiencies as well as faculty productivity are increased in this innovative teaching and learning environment.

• Journal of the Korean earth science society
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• v.40 no.4
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• International Journal of Computer Science & Network Security
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• v.21 no.4
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• pp.140-144
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• 2021

The article considers aspects of improving the quality of training of specialists based on the use of modern information and communication technologies in the educational process; the use of teaching methods and, as a result, an increase in the creative and intellectual components of educational activities; integration of various types of educational activities (educational, research, etc.); adaptation of information technology training to individual the characteristics of the student; ensuring continuity and consistency in learning; development of information technologies for distance learning; improving the software and methodological support of educational process.

• International Journal of Computer Science & Network Security
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• v.21 no.12
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• pp.81-84
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• 2021

The article substantiates the need to use innovative pedagogical technologies as an effective mechanism for implementing the idea of advanced vocational education, highlights the main components of the idea of anticipation, highlights the experience of using modern technologies in institutions of secondary vocational education. The purpose of the study is to increase the level of professional training of qualified workers and specialists through the effective choice of methodological tools aimed at the formation of professional competencies on the basis of an educational institution.

• International Journal of Advanced Culture Technology
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• v.9 no.4
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• pp.274-281
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• 2021

In the field of artificial intelligence education, discussions on the direction of artificial intelligence education are actively underway, and it is necessary to establish a foundation for future information education. It is necessary to design a creative convergence teaching-learning and evaluation method. Although AI experience coding education has been applied, the evaluation stage is insufficient. In this paper, we propose an evaluation system that can verify the validity of the proposed education model to find a way to supplement the existing learning module. The core components of this proposed system are Assessment-Factor, Self-Diagnosis, Item Bank, and Evaluation Result modules, which are designed to enable system access according to the roles of administrator, instructors and learners. This system enables individualized learning through online and offline connection.

• Journal of Engineering Education Research
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• v.25 no.5
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• pp.55-67
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• 2022

Distance learning has become an efficient tool and is being widely used at work and in school. This research presents the results of a project-oriented entrepreneurship course taught both in classroom and online for a period of 3 years before and after the pandemic caused by COVID-19. Despite the various challenges, the outcome demonstrated that the students were able to attain required knowledge and capabilities in the online learning environment. As such, this paper discusses effective ways to blend in distance learning components so that both instructors and students can benefit from Internet-based education technologies. In the future, both face-to-face and virtual project work and study are likely to get integrated into a 'hyflex' class, which is flexible, on-offline education.