Earticle

Recent advancements in Deep Learning (DL) techniques for fire detection have mitigated various ecological, economic, and environmental impacts. However, single models in existing literature often perform poorly due to their inability to capture relevant features with limited data. In this study, we therefore develop an innovative framework for effective fire detection using teacher-student collaborative knowledge distillation. The framework comprises two main components: the teacher model, which leverages a pretrained InceptionV3, and a customized student model designed to inherit the knowledge from the pretrained InceptionV3 to a pruned student model. The proposed network is evaluated and compared against several competitive techniques using two datasets, MAFire and Yar, with different evaluation metrics, offering higher performance and lower computational cost.

This investigation explores the use of mixed-reality in collaborative diagnosis by sharing medical data in real-time between multiple physicians using Head-Mounted Display (HMD) devices. Object detection and alignment of the digitized data with the object are the backbone in any mixed-reality application. In this paper, deep-learning networks are used in detecting the patient’s face in the physical world and the medical data is aligned to the patient via the Region-Enhanced-Weight-and-Perturb Iterative-Closest-Point (RE-WAPICP) algorithm. Experiments were performed by sharing a 3D digital model of intracerebral vascular with multi-viewers in a mix-reality environment and the results show that this approach is feasible.

This paper aims to examine theoretical foundations of and empirical evidence for collaborative ESL writing pedagogy and suggest it as an alternative model to traditional approaches in writing instruction. The history of research on collaborative tasks in teaching writing is relatively short and it received explicit attention in the mid 1980s (Doheny-Farina, 1986; Odell, 1985). The need for research in collaborative writing in ESL/EFL classroom is justifiable from philosophical, psycholinguistic, pedagogic, and psychological points of view. A brief history, types, and essential elements of collaborative ESL writing instruction are presented. In an attempt to investigate how these rationales and elements are realized in actual pedagogic processes, a case study was conducted based on an observation of a collaborative task-based ESL writing class at a US university. Classes for a full thematic unit, consisting of eight hours, were observed. A variety of carefully designed collaborative activities implemented in the ESL writing class illustrated clear benefits of collaborative writing pedagogy. Pedagogical implications for writing classes in EFL contexts are also discussed.

이 연구의 목적은 뉴욕시의 한 대표적 재미 한인 비영리조직에서 일하는 활동가(정규직) 들 간의 일상적 일터학습을 문화기술지적 연구방법을 통해 탐구하는 것이다. 이를 위해 문화 역사적 활동이론을 이론적 틀로 활용하였으며, 모든 관계적 측면이 아닌, 일상적 일터학습의 주된 촉매제로써 ‘동료들 간의 관계’에 연구의 초점을 맞추었다. 연구의 주요 발견은 ‘협력’이 라 명명된 활동(활동체계)과 그 안에 내재 된 모순들이다. ‘협력 활동’ 안의 모순들은 활동가 들의 학습을 방해할 수 있는 요소였으나, 해당 모순들을 해결하려는 그들의 여러 노력이 서 로 간 더 나은 ‘협력 활동’을 수행토록 유도했다. 그리고 일터학습은 해당 활동을 수행하는 와중에 사회적, 개인적 수준 모두에서 비의도적 결과로서 일어났다. 이러한 연구의 결과들은 어떻게 일상적 일터학습이 해당 조직을 둘러싼 환경/맥락 안에서 일어나는지를 보여줄 뿐만 아니라, 효과적으로 학습이 일어나기 위한 일상적 일터 환경 조성방안들 또한 암시한다. 이 상의 발견에 대한 학문적, 실천적 해석과 더불어 일터 일상에서 의미 있는 학습과 협력을 촉 진하기 위한 해당 비영리조직의 실제적 전략을 논의하였다.

Using cultural-historical activity theory as a theoretical framework, this ethnographic study aims to examine learning in the everyday workplace among activists (full-time staff) at a leading Korean-American nonprofit organization (KANPO) in New York City. The study focused on the relationship among workers as a critical dimension for encouraging daily workplace learning. The findings highlight an activity (activity system) named “collaboration”, and its inner contradictions were identified. While the contradictions have the potential to inhibit activists’ learning, activists tried to resolve the contradictions and thus advance the collaboration activity. In this process, learning occurred as an unintended outcome at both the social and individual levels. The findings show how everyday workplace learning is shaped by the KANPO’s contexts, as well as the methods used to create an effective everyday workplace learning environment. Based on the findings, the KANPO’s implemental strategies for encouraging meaningful learning and collaborations are discussed, as well as academic and practical implications.

본 연구는 가상 환경에서의 협력 학습에의 참여가 학생들의 학업 성취도와 만족도에 미치는 영향을 조사하고자 하였다. 세컨드라이프라는 가상현실 플랫폼에 고등학생이 국사 과목을 학습할 수 있는 공간을 만들고 이를 활용하였다. 총 119명의 참가자를 ‘협력학습 유형'이나 '개인학습 유형'에 무선 할당하였으며, 학생들의 학업 성취도와 만족도를 측 정 도구로 수집하였다. 가상공간에서의 협력학습의 효과를 검토하려 독립표본 t검증 및 대응표본 t검증을 실행하였고, 연구의 결과는 개인학습 유형에 참여한 경우보다 협력학습 유형에 참여한 경우가 학업성취도와 만족도에 유의미하게 긍정적 영향을 미치는 것으로 나타났다. 마지막으로 향후 가상현실을 기반으로 한 협력학습의 활용에 대한 제언이 논의 되었다.

This experimental study was to examine the impact of collaborative learning in a virtual environment on students' learning outcomes and satisfaction. The collaborative virtual learning environment was created for a Korean history class for high school students. A total of 119 participants were recruited and were randomly assigned to either "collaborative group" or an "individual group." Students’ academic achievements and satisfaction were collected as measurement tools to examine the effect of collaborative learning in the virtual learning environment and collected data were tested by independent sample t. The results showed that participation in collaborative groups had a significant positive effect on academic achievement and satisfaction than individual groups.

This paper investigates the effects of Collaborative Strategic Reading (CSR)-based instruction regarding English reading comprehension, retention of reading comprehension over a short interval, and self-directed learning (SDL) among Thai EFL undergraduate students. Utilizing a mixed-methods design with one group, the research was conducted with a sample of 28 university students enrolled in an elective course, Academic English for Science Discipline I. Quantitative data were collected through pre-tests, post-tests, and delayed post-tests and analyzed using descriptive statistics, while qualitative data were collected through vignettes, supported by CSR-based learning logs (the reflection section), and analyzed using content analysis. The findings revealed that CSR-based instruction significantly improved students’ reading comprehension and suggested short-term retention (one week). Moreover, the intervention fostered key components of SDL in classrooms, as evidenced by three themes that emerged in collaborative learning, including leadership and initiative, co-construction of knowledge through peer interaction, and motivation and engagement through activities. These results mainly highlight the pedagogical implications of CSR-based instruction in enhancing reading comprehension, its retention, and SDL in EFL contexts.

Despite growing interest in the implementation of dynamic assessment in second or foreign language learning research, few studies have attempted to incorporate the notion into real second language classrooms. This study explored the effect of cumulative Group-Dynamic Assessment on depth of vocabulary knowledge in an EFL context. To this end, 50 EFL learners were selected from a junior high school in Iran after administering the Oxford Quick Placement Test. Then, they were randomly assigned to two equal groups, namely, experimental Group-Dynamic Assessment and control Non- Dynamic Assessment. The Group-Dynamic Assessment group was instructed through interactionist cumulative Group-Dynamic Assessment procedures while the control group was taught without providing any cumulative ZPD-sensitive feedback. Before and after the instruction, a vocabulary knowledge scale (Paribakh & Wesche, 1993, 1996) was administered to measure both groups’ depth of second language vocabulary knowledge. The split-plot ANOVA results revealed that the implementation of interactionist cumulative Group-Dynamic Assessment helped the learners outperform the Non-Dynamic Assessment group on both immediate and delayed posttests. Additionally, complementary qualitative analysis showed that cumulative Group-Dynamic Assessment had both diagnostic and developmental potentials to contribute not only to individual participants but also to the whole class to increase their depth of vocabulary knowledge. The findings pointed to the use of ZPD-based collaborative frameworks in teaching second language vocabulary in meaningful contexts and thereby helping learners develop deeper word knowledge.

본 연구의 목적은 교양영어 학습자들을 대상으로 실천학습(Action learning) 기법을 활용한 영어 수업 사례 연구를 통하여 그 효과를 알아보고자 했다. 본 연구는 학습자 중심 수업을 기본으로 하여 학습자 간의 상호수정 활동을 통해 영어 기술을 익힐 수 있다는 것에 연구의 가치를 두고 실천학습(Action learning)을 수업에 활용함으로써 그 효과 를 알아보고자 했다. 2018년 3월 1일부터 2018년 6월15일까지 교양 영어 두개 반(실험반, 통제반) 학생을 대상으로 하였으며 실험 집단은 실천학습(Action learning) 협력기법을 활용한 협력쓰기 수업을 진행하고, 통제 반은 교수자가 기존에 하던 방식의 쓰기 수업을 진행하여 비교하였다. 본 연구의 연구문제는 실천학습(Action learning) 기법을 적용한 협력 쓰기 활동이 학생들의 쓰기 유창성에 어떠한 영향을 미치는가를 알아보고자했다. 연구결과, 실험집단의 경우 단어 의 수, 문장의 수와 문장 길이 등의 쓰기의 유창성 부분에서 통계적으로 유의미한 결과를 가져왔다. 학습자들은 학습 관계에서 더 깊이 있게 다른 사람들이 지닌 지식이나 생각을 공유하고 보다 규칙적인 근거를 가지고 근접발달영역 들어 갈 수 있었다.

The purpose of this study is to investigate the effect of action learning methods and practices, which have a research focus on learner-centered teaching after training students to use collaborative learning practices from the viewpoint that the learners acquire English skills through peer correction activities based on sociocultural learning theory[1]. From March 1, 2018 to June 15, 2018, one control class and one experimental group were selected from the general freshman English courses. The experimental group attended classes centered on collaborative writing activities using action learning and cooperation techniques, and the control group attended classes lecture style and rote learning methods to teach writing. The result of study has shown that, for the experimental group, there have been statistically significant results in the production of writing, such as the number of words, the number of sentences, and sentence length. Learners could share the knowledge or ideas of others in their learning relationships with more regular basis.

본 논문은 위키 기반 프로젝트 학습에서 지식관리 유형에 대한 연구이다. 프로젝트 학습에서 학습자에게 일어나 는 지식의 흐름을 분석하기 위하여 SECI 지식관리 이론을 적용하여 위키 프로젝트 학습 시스템을 구현하였다. 구현된 시스템을 통하여 프로젝트 학습을 진행하여 단계별 지식관리의 유형을 분석하였다. 분석결과 예비계획 단계에서 암 묵 지를 바탕으로 새로운 지식을 만드는 표출화가 두드러지게 나타났다. 그리고 주제결정 단계와 활동계획 단계에서 지 식의 연결화 과정이 나타났다. 또한 탐구 및 토의단계에서는 표출화와 연결화가 두드러지며 내면화 유형이 타나나 기 시작했다. 결과공유 단계에서는 지식의 연결화가 가장 많이 나타났다. 여섯째, 반성 및 평가단계에서는 내면화 유형 이 가장 많이 나타났으며, 지식의 평가를 위한 연결화 과정도 보였다. 이 연구는 프로젝트 학습에서 학습자의 지식관리 유형을 밝혀냄으로써 프로젝트 학습모형의 정교화에 기여할 수 있을 것이다.

This study is about the system for knowledge management in the Wiki-based project learning. We implement the Wiki-based project learning system which is focused on a new Web paradigm and technology development to grasp the knowledge flow of a learner effectively under a project learning condition. Implementation of the system has used a Web 2.0 technology to easily understand SECI Knowledge Management types which form the Externalization, Combination and Internalization steps. Moreover, the system structure has been designed instinctively for harmonious knowledge use or reuse. As a result of the experiment, we found out that the collaborative knowledge steps moved along the flow of project learning.

This study explores the effect of web-based collaborative writing activities through interactive peer-to-peer corrective feedback conducted by students. 40 university students participated in a writing module and were encouraged to participate in both individual and group writing activities based on online interactions with other peers. 40 writing samples from individual writing tasks and 40 writing samples from the web-based writing were collected and scored by both a native teacher and a Korean teacher. Cohen’s analytic scoring rubric (1994) was used for the analysis of learners’ corrective behaviors. This study illustrates three main research questions on student writing behaviors through web-based collaborative Business writing activities. This study shows that experiencing online collaborative Business writing activities may have positive effects on both students’ writing and their writing strategies.

Given the prominent status of grammar learning in a foreign language milieu, seeking an effective grammar instruction remains a prevailing challenge for most linguists and foreign language teachers. The common paradigm still heavily focuses on language input and meaning-oriented tasks. While these two aspects are of indispensable importance for learning, the development of L2 interlanguage grammar system requires another learning process. At this juncture, Swain (1994) sheds light on roles of output as a potential learning mechanism. This study is an attempt to probe the degree to which the underlying process of output in a collaborative interactional grammar task can lead to grammar learning. Involving ten advanced and ten intermediate level students working on a text reconstruction tasks, this study revealed that output can provide a rich forum for learning to take place through its mechanisms: gap- noticing, hypothesis testing, and metalinguistic function. Yet, it exerted a different impact upon different levels of students. Gap-noticing was likely to be perceivable in the case of intermediate group whereas the other two mechanisms, hypothesis testing and metalinguistic function, seemed to be more prevailing in the advanced group. This study also found that a grammar-sensitive task can pave the way to L2 grammar learning by pushing students to deeper syntactic processing, rather than solely relying on semantic processing. In so doing, output serves a complementary function to foster L2 grammar learning.

페이스북의 교육적 잠재력에도 불구하고, 아직 실증적인 연구나 이를 통한 실천적인 설계전략은 매우 부족하다. 따라서 본 연구에서는 페이스북을 활용한 협력학습에서 학습자들이 인식한 학습실재감이 학습성과를 예측하는지 검증하여. 페이스북 기반 협력학습 환경에서 학습성과를 높이기 위한 실재감 전략을 제시하고자 하였다. 이를 위해 서울소재 A 대학교의 전공과목을 수강하는 39명의 대학생을 대상으로 4주 동안 페이스북 상에서 프로젝트 과제를 수행하기 위한 협력학습을 진행하였다. 학습활동을 마친 후 학생들은 학습실재감에 대한 설문에 응답하였고, 지필평가와 과제평가를 합산하여 학습성과를 산출하여 단계선택 다중회귀분석을 통해 데이터를 분석하였다. 또한 포커스 그룹인터뷰를 통하여 학습자들이 페이스북기반 협력학습에서 느낀 학습실재감과, 실재감이 학습성과에 어떠한 도움이 되었는지 심층적으로 분석하고자 하였다. 연구결과, 인지실재감은 학습성과를 유의미하게 예측하는 것으로 나타났지만, 사회실재감과 감성실재감의 학습성과에 대한 예측은 통계적으로 유의하지 않았다. 이러한 결과를 토대로, 본 연구는 페이스북에서 학습자가 인식하는 학습실재감과 교육적 잠재력에 대하여 논의하였다.

Despite the potential implications of Facebook use, there is a distinct lack of empirically derived theory for designing learning environment. This may be because Facebook is a social tool and there has been limited opportunity for exploratory research regarding Facebook based learning. Therefore, the purpose of this study is to investigate learning presence factors affecting learning outcomes in Facebook-based collaborative learning. Forty two college students participated in the Facebook-based collaborative learning activity, and the data from thirty nine were used for step-wise multiple regression analysis. In addition focus group interview was conducted to examine learning presence of Facebook-based collaborative learning. The results reported that cognitive presence predicted significantly learning outcomes, however, social and emotional presence did not predict learning outcomes. The implication of this study and future research were discussed in this research.

본 연구는 교직과목에 프로젝트학습(Project-Based Learning, PBL)을 적용하여 예비교사의 핵심역량, 능동 적·협력적 학습, 학습몰입에 미치는 효과를 규명하는데 목적이 있다. 연구대상은 해당 교과목을 수강한 예비 교사 17명이며, 사전·사후 설문과 자기평가 자료를 활용하여 혼합 연구방법으로 분석하였다. 사전·사후검사 간 차이를 검증하기 위해 비모수 검정의 윌콕슨 부호순위 검정(Wilcoxen signed rank Test)을 적용하였다. 연구 결과, 첫째, 예비교사의 핵심역량은 전체적으로 향상되었으며 특히 소통 역량의 변화가 큰 변화가 나타났다. 둘째, 능동적·협력적 학습에서 협력적 사고와 학습스터디가 유의하게 증가하였으나 고차원적 사고는 통계적 으로 유의미하지 않았다. 셋째, 학습몰입은 인지적·정서적·행동적 영역 모두에서 유의한 향상을 보였으며, 이 가운데 정서적 몰입의 증가 폭이 가장 컸다. 마지막으로 질적 분석에서는 학습 경험이 ‘참여 기반 형성’, ‘탐색·수행’, ‘협력·공유·성과’의 범주로 도출되었으며, 특히 팀워크와 의사소통 및 협력이 주요한 학 습 경험으로 확인되었다. 이러한 결과는 프로젝트학습이 예비교사의 소통·협력 중심 핵심역량과 학습몰입을 강화한다. 나아가 실제 교육 문제를 기반으로 한 학습자 주도적 탐구가 예비교사의 전문적 성장을 촉진한다는 점에서 프로젝트학습의 교육적 의의를 뒷받침한다.

This study investigates the effects of applying Project-Based Learning (PBL) in the course on prospective teachers’ core competencies, positive and collaborative learning activities, and learning flow. The participants were 17 prospective teachers, and a mixed-methods approach was used with pre- and post-surveys and self-evaluation responses. The Wilcoxon signed-rank test was conducted to examine differences between the pre- and post-tests. The results showed that core competencies improved overall, with communication skills showing the greatest increase. In positive and collaborative learning activities, collaborative thinking and learning study significantly improved. Learning flow also increased across cognitive, emotional, and behavioral domains, particularly in emotional engagement. Qualitative analysis identified three categories— participation-based formation, exploration and performance, and collaboration, sharing, and outcomes— emphasizing teamwork and communication as central experiences. These findings indicate that PBL effectively strengthens prospective teachers’ core competencies and learning flow while supporting professional growth through inquiry into real educational issues.

본 연구의 목적은 협력 학습에서 소셜 네트워크 서비스를 활용했을 때, 구성원들의 협력 능력, 협력만족도, 그리고 집단내 상호작용에 어떤 영향을 미치는지를 분석하는데 있었다. 협력 과정에서 소셜 네트워크 서비스 중의 하나인 카카오톡을 활용하여 과제를 수행한 집단은 그렇지 않은 집단에 비해 협력 능력과 협력 만족도의 정도가 유 의미하게 높았다(p<.05). 카카오톡을 활용한 집단을 대상으로 생성한 담화의 양과 내용을 분석한 결과 담화의 양은 협력 능력이나 협력 만족도에 영향을 미치지 않는 것으로 나타났다.

The purpose of this study was to analyze the effects of social network service on the collaborative skills, collaborative satisfaction, and interaction within groups in collaborative learning. The group that used KakaoTalk, one of social network service for working on the collaborative task in the course exhibited higher collaborative skills and collaborative satisfaction (p<.05) than the group that did not use KakaoTalk. When analyzing the amount and the content of the messages produced by the group that used KakaoTalk, the amount of messages did not have an impact on the collaborative skills and collaborative satisfaction.

본 연구의 목적은 정규 교육과정이 아닌 비교과 교육과정으로 운영하는 협력학습 프 로그램에 참여한 학생들이 프로그램 참여 후 학습몰입, 학습동기, 문제해결능력, 자기주 도적 학습능력이 향상되었는지 확인하는 것이다. 이를 통해 대학의 비교과 프로그램으 로 제공되는 협력학습의 효과성을 확인하고자 하였다. 본 연구는 충청북도 소재 K대학 교에서 운영하고 있는 학습공동체 프로그램을 대상으로 수행하였으며, 성과분석은 크 게 두 가지 방법으로 실시되었다. 먼저, 참여 학생 229명을 대상으로 학습 성과 관련변인 의 사전-사후 검사를 실시한 후 차이를 검증하였고, 다음으로 협력학습 우수 팀으로 선발 된 5개 팀, 31명의 성찰문을 바탕으로 내용분석을 실시하였다. 분석결과 8주간의 협력학 습에 참여한 학생들은 학습몰입, 학습동기, 문제해결능력에는 차이를 보이지 않았으나, 자기주도적 학습능력은 유의하게 향상된 것으로 나타났다. 또한 우수 팀으로 선발된 31 명의 8주간의 성찰문을 분석한 결과 협력학습 기간 동안 학습몰입과 관련된 성찰을 많이 한 것으로 나타났으며, 초반에는 문제해결능력, 후반에는 학습동기와 관련된 성찰을 많 이 한 것으로 나타났다. 본 연구의 결과를 통해 협력학습 프로그램이 자기주도적 능력을 향상시키는 데 효과적임을 확인할 수 있었으며, 대학에서 장기간의 협력학습 비교과 프 로그램을 진행할 때 고려해야 할 사항에 대해 논의하였다.

The purpose of this study was to reveal that students who have participated in a collaborative learning program have improved their learning flow, learning motivation, problem-solving skills, and self-directed learning skills after participating in the program which is provided as an extracurricular. This study sought to confirm the effectiveness of collaborative learning programs provided as an extracurricular at the universities. This study was conducted on the collaborative learning program operated by K University in Chungcheonbuk-do, and the performance analysis carried out in two major ways. First, the t-test of variables related to learning outcome was conducted based on the data collected from 229 students who participated in the program. Second, the content analysis of the reflection reports was performed based on the data from 31 students who won as the five best collaborative learning team. The results showed that students who participated in the collaborative learning program significantly were improved their self-directed learning skills, while there was no difference in learning flow, learning motivation, and problem-solving skills statistically. The implication of this study was to ensure that collaborative learning programs are effective in improving self-directed skills. Discussions and consideration for future research were provided for the performing effective collaborative learning programs in the university.

오픈소스를 이용한 이러닝 솔루션들은 이제 전 세계적으로 널리 보급되어 활용되고 있다. 이러닝 영역에서 강력한 오픈소스 솔루션인 무들 (Moodle)의 활용은 아주 활발하다고 볼 수 있으며, 이것은 교육공학의 이론적 기초가 되는 특히 이러닝의 핵심 원칙이라 할 수 있는 구성주의 원칙에 따른 협력학습과 상호작용이 잘 지원되도록 설계되어 높은 교육적 효과와 장점을 가지기 때문이다. 본 연구에서는 오픈소스인 무들 프로그램을 이용한 학습관리시스템의 구현 사례를 중심으로 사용자 편이성을 통한 협력학습을 지원하는 구체적 내용을 소개하고, 사례를 통하여 나타난 시스템의 장점과 특이점을 살펴본다. 본 연구는 오픈소스 무들을 이용한 학습관리시스템 구현을 통한 구체적 내용과 특이점들을 밝힘으로써, 오픈소스 프로그램을 이용한 학습관리시스템의 사용 확산을 기함에 그 목적이 있다

the world. Additionally, a dominant open source solution and powerful Moodle learning management system has been actively used in the e-Learning field. The Moodle has a significant usefulness because of advantage based on design for assistance of collaborative learning, and interactive learning according to the principle of constructivism by educational engineering theory. In this study, I suggest system implementation of case study by open source Moodle. Also I suggest the special differences of learning management system of Moodle based on collaborative learning views. Especially, the implementation results of blog and group module for interaction between teacher and students showed very powerful significants. This paper focused on use diffusion of Moodle's learning management system with it's advantages for higher level educator and field teachers and students.