Earticle

This study aims to examine learner responses to instructor feedback in consideration of personality factors and to explore feedback strategies tailored to personality types. To this end, this study introduced a discussion-based class and feedback methods that took into account personality factors and undertook action research targeting first-year students in the Korean-Japanese department of the Graduate School of Interpretation and Translation over two semesters. Furthermore, this study investigated whether there were any differences in learner responses according to personality types based on a qualitative analysis of survey responses and in-depth interview transcripts, and proposed feedback strategies tailored to each personality type. The analysis results can be summarized as follows: First, students exhibited a high level of satisfaction with feedback based on personality factors. The survey showed that out of 16 first-year students, all except one responded that feedback that took into account personality types was helpful. Second, there were differences in feedback preferences according to each personality type. More specifically, there were noticeable differences in students’ feedback preferences between written feedback and oral feedback, process-oriented and result-oriented types and specific feedback and concise feedback, and in the acceptance of and method used to convey positive feedback. It is hoped that the results of this study will contribute to providing individualized feedback in translation classes in the future.

This survey research looks into the ways feedback is communicated in translation classes from the learners' perspective. A survey was designed for this purpose, and answered by 126 students from two graduate schools specialized in translator education in Seoul. By helping us understand the learners’ perception on the feedback mechanism of translation classes, this study can be of benefit to the teachers as well as students. As it has turned out, collaborative learning and interactive feedback is very common, and even the most important activity, in translation classes, whether feedback is provided by teachers or students. Statistical analyses such as correlation, t-test, and linear regression on the collected data and new variables defined therefrom have revealed that class satisfaction is heavily dependent on feedback satisfaction, which is in turn bounded by many other factors such as gender, teachers' high contribution to feedback offerings, and learners’ preference to interactive feedback and their perception on peer feedback.

It is difficult for non-experts to build machine learning (ML) models at the level that satisfies their needs. Deep learning models are even more challenging because it is unclear how to improve the model, and a trial-and-error approach is not feasible since training these models are time-consuming. To assist these novice users, we examined how interactive and explainable feedback while training a deep learning network can contribute to model performance and users’ satisfaction, focusing on the data preparation process. We conducted a user study with 31 participants without expertise, where they were asked to improve the accuracy of a deep learning model, varying feedback conditions. While no significant performance gain was observed, we identified potential barriers during the process and found that interactive and explainable feedback provide complementary benefits for improving users’ understanding of ML. We conclude with implications for designing an interface for building ML models for novice users.

본 연구는 최근 과정 중심 평가의 중요성과 함께 주목 받고 있는 형성평가의 정착 및 운영을 위한 방안을 모색하고자 하였다. 그 방안의 하나로 설정한 학생 상호피드백을 통한 형성평가가 초등학교 4학년 학생들의 수학 학업 성취도와 수학적 태도에 미치는 영향을 살펴보았다. 본 연구를 진행하기 위해 동질성이 검증된 실험집단과 비교집단을 선정하여 실험집단에는 학생 상호피드백을 통한 형성평가를, 비교집단에는 본인 확인피드백을 통한 형성평가를 실시하였다. 그 결과, 학생 상호피드백을 통한 형성평가는 학생들의 수학 학업 성취도를 향상시키고, 학생 상호피드백을 통한 형성평가는 수학적 태도도 긍정적으로 변화시켰다. 이는 학생 상호피드백을 통한 형성평가가 초등학생들의 수학 학습에 있어서 인지적, 정의적 측면에 유의미한 영향을 미쳤다고 볼 수 있다.

The purpose of this study is to find out the importance of process - based evaluation and to find a way to set up and operate the formative assessment which is getting attention. As one of the ways, we investigated the effect of formative assessment through student's interactive feedback on mathematics achievement and attitude of fourth grade students in elementary school. In order to conduct the study, two groups of homogeneous grades were selected. In the experimental group, formative assessment was conducted through student's interactive feedback. In comparison group, formative assessment was conducted through self - confirmation feedback. Statistical analysis of the results after the experiment showed that the formative assessment through student's interactive feedback was found to have a positive effect on the improvement of mathematics achievement. In addition, the formative assessment through student's interactive feedback positively changed the mathematics attitude. Therefore, this suggests that applicability of formative assessment through student's interactive feedback in elementary school classroom instruction, as well as implications for follow - up study for effective implementation of formative assessment.

상호작용적 피드백이란 교수자가 일방적으로 피드백을 부여하는 것이 아니라, 학생이 저자로서 글을쓴 의도와 자신의 글쓰기의 과정을 스스로 표현하고 학술 공동체의 독자에게 전하고 싶은 바를 적게한 다음, 교수자가 이러한 학생의 이야기에 대한 응답의 방식으로 피드백을 제시하는 것을 말한다. 상호작용적 피드백을 통해 학생들은 교수자가 일방적으로 부여하는 수정 요구나 평가로서의 피드백대신 독자와의 대화와 소통의 과정으로서의 피드백을 경험할 수 있다. 그리고 독자로부터 피드백을받고 이를 반영하는 글쓰기 전략을 습득할 수 있다. 교수자 역시 학생의 집필 의도와 글쓰기 고민을미리 파악한 다음 그에 맞는 조언과 수정 방향을 제시함으로써 효과적이고 효율적인 글쓰기 지도를할 수 있다는 데 상호작용적 피드백의 교육적 의의가 있다. 본 연구는 해외 사례를 통해 상호작용적피드백의 이론과 실제를 살피고, 이를 바탕으로 강의에서 실행할 수 있는 쓰기 후 활동을 구성하였으며, 이를 대학에서의 글쓰기 강의에 적용, 수강생들이 이 활동을 통하여 글쓰기 피드백의 과정을 자기주도적이며 상호 소통적인 것으로 경험하였음을 확인하였다.

Interactive feedback refers not to the unidirectional feedback given by a professor, but rather to responsive feedback is provided as response the student’s self statement on their own writing, regarding his or her their intentions as an author and their writing process. It allows students to accept feedback as conversation and communication with readers within the academic community, rather than as a modification demand or justification of evaluation from the professor. Students can experience feedback request and constructive application of the feedback in their writing as a useful writing strategy. Professors also can provide effective and efficient writing guidance and advice by identifying their students’ writing intentions and concerns in advance. This study examined the theory and overseas examples of practiced interactive feedback, constructed post-writing activities and feedback process that can be implemented in class, and then demonstrated them in writing courses of university. As a result, this study confirmed that students experience the writing process in a more communicative manner through interactive feedback.

본 연구에서는 상호작용을 촉진시키는 관점에서 블렌디드러닝 학습시스템을 개발하고 그 시스템의 성과를 평가하는데 목적이 있다. 학습시스템의 주요 구성요소는 오프라인하의 면대면강의시스템과 온라인하의 LMS(Learning Management System)에 기반을 둔 자료실(Board), 퀴즈(Quiz) 그리고 묻고답하기(Q&A)로 구분되어 있으며 오프라인 학습과 온라인 학습이 상호작용을 할 수 있도록 하였다. 상호작용을 이용한 학습시스템의 성과인 학습자몰입도와 학습자만족도는 높은 점수를 보여주고 있어 전반적으로 학습시스템의 개발목적을 달성하고 있다. 학습자몰입도에 영향을 미치는 요인으로는 학습자간참여유도, 콘텐츠적합성, 수강과목유용성 그리고 반복이용용이성이고 이 중 학습자간참여유도가 학습자몰입도에 가장 큰 영향요인이라는 점을 고려해 볼 때 교수자의 학습자참여유도에 대한 지속적인 관리가 중요함을 알 수 있다. 학습자만족도에 영향을 미치는 요인으로는 학습자몰입도, 과목수강능력정도, 웹검색능력정도, 피드백활용도, 콘텐츠적합성, 답안작성용이성이고 학습자몰입도가 학습자만족도에 중요 영향요인임을 고려하여 이에 대한 관리가 필요함을 나타낸다.

The purpose of this study is to develop the blended learning system for the improvement of the learner's involvement and satisfaction in class. This blended learning system is based on the interaction between the instructor and the learner and between the learners themselves. This learning system is composed of an off-line learning system and an on-line learning system, which include the LMS, Board, Q&A and Quiz sub modules. This study analyzes the effect of the blended learning system using interactive feedback. The score of learner's involvement and satisfaction in regards to the performance of the blended learning system is very high. Thus we can confirm that this blended learning system is generally achieving the purpose of the learning system. This study notes that the factors that influence learner's involvement include the instructor's participation inducement, relevance of the content, practicality of the subject, and the possibility of efficient reviews of the course as a whole. Among these factors, the instructor's participation inducement is most positively related to learner's involvement. This study notes that the factors to influence the learner's satisfaction are the level of involvement, overall academic ability to take the class, ability to use the web for search, usage of the feedback system, relevance of the content, and easy of the online-quiz system. Therefore the instructor is to make continuous efforts to regularly administer the learner's positive participation to improve the learner's involvement.

본 논문에서는 지능형 반도체 변압기를 구성하는 Dual Active Bridge (DAB) 컨버터와 계통 연계형 인버터와의 연결에 따른 임피던스 영향을 분석하기 위해 컨버터의 입력 임피던스와 인버터의 출력 임피던스 각각에 대한 전달함수를 분석하고자 한다. 이를 통해 인버터와 컨버터 간의 임피던스 영향을 이론 분석과 모의 시험을 통해 확인하고, 제어기의 설계 방향을 제안하고자 한다.