• Language and Information
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• v.7 no.1
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• pp.87-99
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• 2003

This paper investigates the role of input frequency in the acquisition of verb argument structures based on distributional information of a corpus of utterances derived from the English CHILDES database (MacWhinney 1993). It has been widely accepted that children successfully learn verb argument structures by innate language mechanisms, such as linking rules which connect verb meanings and its syntactic structures. In contrast, an approach to language acquisition called “statistical language learning” has currently claimed that children could succeed in acquiring syntactic structures in the absence of innate language mechanisms, making use of distributional properties of the input. In this paper, I evaluate the feasibility of the statistical learning in acquiring verb argument structures, based on distributional information about locative verbs in parental input. The naturalistic data allow us to investigate to what extent the statistical learning approach can and cannot help children succeed in learning the syntax of locative verbs. Based on the results of English database analysis, I show that there is rich statistical information for learning the syntactic possibilities of locative verbs in parental input, despite some limitations in the statistical learning approach.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.227-232
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• 2011

Individualized instruction only in the off-line classroom is not enough because elementary school students have various levels and tendencies. In recent years there are a lot of efforts to use online learning, and they are valuable. But the current online learning management systems are not utilized effectively in the elementary school. So this study suggests utilization plan of online learning management system through Moodle which can present and perform both learning objectives and learning contents for individualized instruction in elementary schools.

• International Journal of Contents
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• v.10 no.2
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• pp.1-8
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• 2014

This paper discusses designing an interdisciplinary learning environment to promote learning of the liberal arts for advanced music students in order to expand the boundaries of their education experience beyond the technical mastery of their musical instruments. The paper discusses the utilization of salient features of information, communications, and technology and the use of instructional theory to promote the understanding of how individual pieces of music can be connected to knowledge of the context in which they were created to support the understanding of the relationship between experience in the world and musical composition.

• Proceedings of the Korea Society for Industrial Systems Conference
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• 2004.06a
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• pp.35-40
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• 2004

최근 기업에서는 기업경쟁력 강화의 일환으로 다수의 업무처리솔루션을 활용하여 업무처리의 효율성과 효과성을 제고하기 위해 노력하고 있다. ERP 시스템 또한 이러한 맥락으로 기업에서 활용하는 기업형 솔루션으로서 현재 대부분의 기업에서 이를 활용하여 업무를 처리하고 있으며 많은 연구문헌으로 그 효과가 널리 알려져 있다. 이러한 ERP 시스템은 도입이 중요한 것이 아니라, 도입후의 활용으로 효율성을 증대하는 것에 그 목적이 있다. 업무처리능력의 향상. 비용절감효과, 재고의 감소 등 실질적인 성과를 위해서는 시스템의 도입뿐만 아니라 유지보수, 시스템 교육과 같은 사후 관리가 절실히 요구된다. 따라서 본 논문에서는 기업의 ERP 시스템의 활용을 지원하기 위한 방안으로서 e-learning을 제안한다. 기업에서의 e-learning 활용방안에 대한 문헌은 다수 있지만, ERP 시스템의 지원을 위한 e-learning 활용방안은 부족한 현실이다. 따라서 ERP 시스템과 e-learning 시스템과의 연계모델을 제안하고, ERP 시스템 교육을 위한 방법으로서의 e-learning의 우수성을 증명하고자 한다.

• Journal of the Korea Society of Computer and Information
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• v.23 no.1
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• pp.139-145
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• 2018

This paper recommends flipped learning as a method to improve the learning abilities and the level of software utilization when it comes to using computers in children education institutes. Flipped learning enables a class fully making use of the up-to-date multimedia-related technology. Especially, flipped learning leads a participation-oriented class rather than lecture-based ones. Young child's teachers can, not only improve their capabilities to utilize multimedia, but also manage classes that follow the trend of the fourth industrial revolution. Therefore, this paper introduces the importance of media education when it comes to training preliminary teachers and suggests a flipped learning curriculum. This paper finds significance in future efficient education for raising creative and integrated thinking children.

• Journal of information and communication convergence engineering
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• v.16 no.4
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• pp.235-241
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• 2018

Recently, deep learning has been actively studied and applied in various fields even to novel writing and painting in ways we could not imagine before. A key feature is that high-performance computing device, especially CUDA-enabled GPU, supports this trend. Researchers who have difficulty accessing such systems fall behind in this fast-changing trend. In this study, we propose and implement a library called Emulearner that helps users to utilize Emulab with ease. Emulab is a research framework equipped with up to thousands of nodes developed by the University of Utah. To use Emulab nodes for deep learning requires a lot of human interactions, however. To solve this problem, Emulearner completely automates operations from authentication of Emulab log-in, node creation, configuration of deep learning to training. By installing Emulearner with a legitimate Emulab account, users can focus on their research on deep learning without hassle.

• Educational Technology International
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• v.8 no.2
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• pp.21-52
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• 2007

Research related to Web-based learning (WBL) has grown exponentially in the last decade. Scholars have explored a variety of areas related to WBL, including techniques, strategies and best practices. One area of particular interest to scholars is the potential of WBL to support and facilitative collaborative learning. Despite the continued exploration, there continues to be a concern related to the theoretical foundations of WBL. The purpose of this article is to explore how different theories may be used to guide research and inform practice in online collaborative learning. We integrate the major points drawn from current research and theory from a variety of perspectives so as to gain a better understanding of how learning is enabled by asynchronous modes of online collaborative learning. We then use this understanding to identify opportunities and challenges for theory development and research in WBL.

• Cross-Cultural Studies
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• v.35
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• Educational Technology International
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• v.16 no.1
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• pp.31-57
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• 2015

This study aims to understand the overall experiences of students who use notebook computers in class by using a qualitative approach. Interview data were collected from 23 Korean college students at a Korean university, who use notebook computers in their classes; the data were analyzed through the constant comparison method. The results from this study can be categorized into two themes: the positive and negative effects of using a notebook computer in class, and different perspectives on the effects of using a notebook computer in class. The positive effects of notebook computer usage were specified as production of lecture notes, performing searches for information, management of learning materials, and effective time management. However, behaviors such as perusing other works not associated with the class were indicated as negative effects. The participants had different perceptions about the effect of notebook computer usage in increasing academic performance, although they were satisfied in their experience with notebook computers in general. These results imply that appropriate methods of technology usage are needed and that the support of an instructor is essential to achieve fully beneficial use of notebook computers in class.

• Educational Technology International
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• v.24 no.2
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• pp.263-293
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• 2023

Offices of Education in Korea is planning and implementing the BYOD (bring your own device) policy. In particular, the Seoul Metropolitan Education Office promoted the 'Dibud' (digital buddy) policy. Due to the relative newness of the policy, coupled with opposition from the council, it hasn't been fully implemented. This study focuses on a rare example of a high school that experienced BYOD under the Office of Education-led policy in all three grades. This study adapted key variables from the Technology Acceptance Model (TAM). The regression results showed that both perceived usefulness (PU) and perceived ease of use (PEOU) significantly influenced intention to use Chromebooks and students' perceived learning outcomes. Analysis of the open-ended questionnaires revealed that students perceived positive benefits from using Chromebooks, such as easier data retrieval, improved academic performance, and increased learning productivity. Although the majority of respondents said there were no negative aspects to Chromebooks, negative factors included non-academic use, wireless network inconvenience, and device performance issues. The results of this study can provide data and understanding for future BYOD policies, specifically Chromebooks.