패션디자인 CAD의 온라인 교육 방법 연구- 포토샵, 일러스트레이터, 텍스프로 프로그램을 중심으로 -

권상희 복식문화학회 2022 服飾文化硏究 Vol.30 No.5

The purpose of this study is to suggest effective online pedagogical strategies for a fashion design CAD course to enhance student learning and satisfaction. The study investigated student experience of online learning and compared online learning with a face-to-face learning experience. Student concentration, participation, perceptions of effectiveness of teaching, utilization of learning materials, and satisfaction were analyzed using a 5-point Likert scale. Advantages and disadvantages of online learning as well as advantages of face-to-face learning were also analyzed both quantitatively and qualitatively. Student concentration, participation, and perception of effectiveness of teaching were greater for face-to-face learning with significantly higher concentration on individual practice. Students utilized video recording of synchronous online lectures more actively than PDF lecture notes. The advantages of face-to-face learning were plentiful communication and feedback and easy questioning process as well as high levels of understanding and concentration. Meanwhile, major disadvantages of online learning were the speed of the lecture, lower levels of understanding and concentration, limited peer interaction, and technical problems. Major advantages of online learning were flexibility and convenience, repetitive learning through videos, and instant communication and feedback. Students preferred a blended learning approach for the fashion design CAD course. For effective online learning, it is suggested that instructors frequently question and check student practice through screen share in a private online meeting room and engage activities that are demanding of student interaction. The video recording of synchronous online lectures is also suggested as a supplemental learning material for repetitive learning.

온라인 플립드 러닝을 적용한 한국어 수업 사례 연구― 교환 학생 대상 초급 한국어 수업을 중심으로 ―

김현주 중앙어문학회 2023 語文論集 Vol.96 No.-

본 연구에서는 외국인 교환 학생 대상의 초급 한국어 수업에 온라인 플립드 러닝(Online Flipped Learning)을 적용한 교육 사례를 통하여 포스트 코로나 시대의 온라인 플립드 러닝의 가능성을 확인하고, 급격하게 변화하고 있는 새로운 교육 환경에 맞는 한국어 교육 방안을 위한 시사점을 확인하고자 한다. 이를 위하여 2020학년도 2학기 16주 동안 교환 학생 대상 초급 한국어 수업에서 온라인 플립드 러닝(Online Flipped Learning)을 기반으로 하는 수업을 실시하였다. 교수자는 직접 제작한 동영상 강의를 수업 전에 학교 온라인 시스템에 탑재하였다. 학습자들은 본 수업 전에 동영상 강의를 수강하 고 본 수업에 필요한 어휘나 문법을 사전학습하였다. 본 수업은 Zoom을 활용한 실시간 온라인 수업에서 실시하였다. 수업 후에는 본 수업 내용과 관련된 과제를 수행하면서 수업 내용을 연습하고 심화 학습하는 시간을 갖도록 하였다. 수업 후 실시한 만족도 조사에서 학습자들은 실시간 온라인 수업 방식이나 수업 내용에 대해 전체적으로 긍정적인 답변을 하였다. 앞으로 완벽한 엔데믹 시대가 된다 하더라도 기존의 실험적인 교수 학습 방안이 온라인을 기반으로 수정 보완하여 활용하는 경우가 더 많아질 것이다. 이러한 새로운 교육 환경을 맞이하여 온라인 플립드 러닝을 성공적으로 수행하기 위해서는 다음과 같은 내용을 제언하고자 한다. 첫째, 온라인 수업에 맞는 다양한 한국어 교재 개발이 필요하다. 둘째, 온라인 수업에 적합한 다양한 교수 학습 방안에 대한 연구가 이루어져야 한다. 셋째, 성공적인 온라인 플립드 러닝을 위해서 교수자는 온라인 학습 공간을 적극 활용해야 한다. 본 연구는 기존의 온라인 교육과 오프라인 교육을 활용하는 플립드 러닝에서 더 나아가 온라인 기반의 플립드 러닝을 초급 한국어 수업에 적용하여 교육적 효과를 이끌어 냈으며, 이를 통하여 포스트 코로나 시대의 새로운 교육 환경에 맞는 새로운 교육 방안을 제시하였다는 점에서 의의를 찾을 수 있다. This study aims to present communication-oriented class situations through online flipped learning applied to beginner Korean language classes for exchange students and to find implications in the preparations for Korean languageeducation. Thus, online flipped earning was conducted for 16 weeks in the second semester of 2020. The instructor uploaded a self-produced video lecture to the school’s online system before class. Prior to the class, students watched the video lectures and studied vocabulary or grammar lessons necessary for this class. Zoom was used to facilitate real-time online classes. After class, they had time to practice and learn the contents of the class while performing tasks related to the contents of this class. In the satisfaction survey conducted after class, learners generally gave positive opinions about the real-time online teaching method or class content. Existing experimental teaching and learning methods will be modified and supplemented online in the future, even in the case of a perfect endemic era. To successfully perform online flipped learning in his new educational environment, I would like to suggest the following:First,developingvariousKoreantextbookssuitableforonlineclassesisnecessary. Second, research on various teaching and learning methods suitable for online classes should be conducted. Third, for successful online flipped learning, instructors should actively utilize the online learning space. This study is significant because it presented a new educational plan suitable for the new educational environment in the post-COVID19 era by applying online-based flipped learning modified and supplemented from the existing flip learning to beginner Korean classes.

온라인 프로젝트기반학습 설계와 실행 전략 개발: 긍정탐색을 활용하여

장경원 한국교육방법학회 2023 교육방법연구 Vol.35 No.2

The purpose of this study is to develop a design and implementation strategy for online project based learning. To achieve this purpose, appreciative inquiry(AI) based on positive questions was used as a research methodology. The study proceeded in three stages. First, an appreciative inquiry program was developed for deriving design and implementation strategy for online project based learning. Second, using appreciative inquiry, instructors' positive experiences, ideal figures, and implementation strategies for online project based learning were derived. Third, by integrating the collected data, a ‘design and implementation strategy for online project based learning’ was developed. 10 elementary school teachers, 10 middle school teachers, and 10 university professors participated in the appreciative inquiry program and presented their experiences and opinions. Experts and instructors evaluated the validity of the developed ‘design and implementation strategy for online project based learning’. The result of the study, ‘design and implementation strategy for online project based learning’ consists of 35 strategies in 7 areas. The seven areas are divided into four design areas (A. online space design, B. learning support design, C. project task design, D. assessment design and tool development) and three implementation areas (E. guidance and support, F. class management, G. facilitation). Among the 35 strategies, 11 strategies are strategies related to online space, and 24 strategies are strategies that require attention considering the unique characteristics of project based learning, which is a learner-centered teaching-learning method, and the characteristics of online spaces. The developed strategy will provide practical guidance to instructors who want to implement online project based learning and help them feel confident. In addition, it will be meaningful resources that can be referred to when organizing and developing an online learning space. 이 연구는 ‘온라인 프로젝트기반학습 설계와 실행 전략’을 개발하기 위한 것이다. 이를 위해 긍정 질문이 중심인 긍정탐색을 연구방법론으로 활용하였다. 주요 연구단계는 다음과 같다. 첫째, 온라인 프로젝트기반학습 설계 및 실행 전략 도출을 위한 긍정탐색 과정을 개발하였다. 둘째, 긍정탐색 과정을 통해 교수자들의 온라인 프로젝트기반학습에 대한 긍정경험(사례), 바람직한 온라인 프로젝트기반학습의 모습, 온라인 프로젝트기반학습을 설계하고 실행하는 데 필요한 전략들을 수집하였다. 셋째, 수집된 자료를 종합하여 ‘온라인 프로젝트기반학습 설계 및 실행 전략’을 개발하였다. 연구의 주요 단계인 긍정탐색 과정에 초등교사 10명, 중등교사 10명, 대학교수 10명이 참여하여 자신들의 경험과 의견을 제시하였고, 의견을 토대로 개발한 ‘온라인 프로젝트기반학습 설계 및 실행 전략’에 대해 교육공학 전문가들이 타당성을 평가하고 수정 의견을 제시하였다. 연구 결과인 ‘온라인 프로젝트기반학습 설계 및 실행 전략’은 7개 영역 35개 전략으로 구성된다. 7개 영역은 4개의 설계 영역(A. 온라인 공간 설계, B. 학습 지원 설계, C. 과제 설계, D. 평가 설계와 도구 개발)과 3개의 실행 영역(E. 안내와 지원, F. 수업 운영, G. 퍼실리테이션)이다. 35개의 전략 중 11개 전략은 온라인 공간과 직접 관련된 전략이고 그 외 24개 전략은 학습자 중심 교수‧학습 방법인 프로젝트기반학습 고유의 특성 및 온라인 공간이기 때문에 보다 주의를 기울여야 하는 전략이다. 연구 결과로 제시된 ‘온라인 프로젝트기반학습 설계와 실행 전략’은 교수자들의 긍정 사례와 아이디어를 토대로 개발된 것으로 교수자들에게 실제적인 안내를 제공하고 자신감을 가질 수 있도록 돕는 역할을 할 것이다. 또한 온라인 학습공간을 구성하고 개발할 때 참고할 수 있는 유의미한 자료가 될 것이다.

온라인 토론이 예비유아특수교사의 학습동기와 의사소통 자기 효능감 그리고 학습 만족도에 미치는 영향

권미은 ( Kwon Mi-eun ) 대구대학교 특수교육재활과학연구소 2020 특수교육재활과학연구 Vol.59 No.4

이 연구는 온라인 토론학습이 예비유아특수교사의 학습동기와 의사소통 자기 효능감 그리고 학습 만족도에 어떠한 영향을 미치는지 알아보고자 하였다. 이를 위하여 G광역시에 소재하는 유아특수교육과 전공 교과목인 ‘유아특수교육학’ 수업에 참여한 1학년 학생 15명을 대상으로 실시하였다. 예비유아특수교사의 학습동기와 의사소통 자기 효능감에 대한 효과를 분석하기 위해 학습동기와 의사소통 자기 효능감 검사점수를 온라인 토론 실시 전과 후의 결과를 비교하여 그 변화를 양적으로 분석하였으며, 학습 만족도 검사는 온라인 토론학습 후 예비유아특수교사들이 기술한 개방형 내용과 검사결과를 양적·질적으로 분석하였다. 그 결과, 온라인 토론 후 예비유아특수교사의 학습동기와 의사소통 자기 효능감에서 유의미한 향상을 보였고, 학습 만족도도 높게 나타났다. 이러한 결과는 포스트 코로나 시대 교육환경의 변화에 따른 예비교사 미래교육 역량 강화와 더불어 인터넷이 의사소통의 주요도구라는 웹 기반 온라인 토론의 특성들을 반영할 때 온라인 토론이 효과적인 학습방법이 될 수 있음을 시사하고 있다. The purpose of this study was to investigate the effects of online debate learning on the learning motivation, communication self-efficacy, and learning satisfaction of the special teachers for pre-school children. For this purpose, online debate learning was conducted on 15 first-grade students taking a lecture in ‘Special Education for Early Childhood’ a major course in the Department of Special Education for Early Childhood at N University in Gwangju. In order to analyze the effect of pre-service infant special teachers on learning motivation and communication self-efficacy, the learning motivation and communication self-efficacy test scores were compared before and after online discussion, and the changes were quantitatively analyzed. The learning satisfaction test quantitatively and qualitatively analyzed the open-ended content and test results described by special pre-school teachers after online debate learning. As a result, after the online discussion, there was a significant improvement in the learning motivation and communication self-efficacy of the special teacher for pre-school children, and the learning satisfaction was also high. These results suggest that online discussions can be a useful learning method when reflecting the characteristics of web-based online discussions that the Internet is the main tool for communication, as well as strengthening the capabilities of pre-service teacher future education according to changes in the educational environment in the post-corona era.

Exploring the Online Learning Experience of Chinese International Graduate Students throughout the Pandemic

서위(Wei XU),이지연(Jiyon Lee) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.14

목적 본 연구의 목적은 대유행 상황에서 국제대학원생들의 온라인 학습 경험을 질적으로 탐색하는 것이다. 방법 이를 위해 본 연구는 한국, 호주, 영국 유학 중 온라인 학습 경험이 있는 중국 대학원생 12명을 대상으로 심층면접을 실시하고, 전사된 면접 자료에 대해 질적 분석을 실시하였다. 결과 첫째, 연구 참여자들은 온라인 학습을 통해 신체적, 심리적으로 안전하다고 느끼면서 학습 여정을 계속할 수 있는 기회에 만족감을 나타냈으며, 이는 COVID-19 환경에서 온라인 학습의 실현 가능성에 대한 초기의 우려에서 상당한 변화를 나타낸 것이다. 둘째, 그들은 특히 언어와 문화적 장벽을 가진 국제 대학원생으로서 온라인 강사와 교수법에 적응하는 데 있어 다양한 도전에 직면했던 것으로 드러났다. 셋째, 또한, 연구 참여자들은 원격 온라인 학습의 주요 요소 중 하나인 테크놀로지 사용의 이중적 측면에 대해 복잡한 감정을 가지고 있는 것으로 나타났다. 즉, 그들은 정보유출에 대한 윤리적 위험이 우려를 부인하지 않았다. 반면, 학습 과정을 가속화할 수 있는 테크놀로지의 기능에 대해서도 언급하였다. 넷째, 참여자들은 온라인 학습 과정에서 마주치는 어려움을 극복하기 위한 수단으로 자생적이든, 교육 기관에서 제공하는 것이든, 지원적 학생 커뮤니티(student community)를 통해 학습에 대한 안정감을 찾았다. 마지막으로, 성공적인 온라인 학습을 위해 국제 대학원생들은 온라인 교육의 요구와 그들의 일은 물론, 가족에 대한 책임 사이에서 균형을 유지하면서, 적응과 변화에 대해 더 큰 포용력을 가져야 했었다. 결론 본 연구는 COVID-19 전염병 이후 급격히 증가한 온라인 학습 경험을 심층적으로 탐색하고자 하였다. 이 연구에서 도출된 결과는, 특히 다른 문화와 교육 환경에서 배움을 이어가고 있는 국제 학습자들이 어떤 경험을 하고 있는지 이해하는 데 중요한 기초 자료가 될 것으로 기대한다. Objectives The purpose of this study is to explore the online learning experience of international graduate students studying abroad in a pandemic situation. Methods To this end, in-depth interviews were conducted with 12 Chinese graduate students who had online learning experience while studying abroad in Korea, Australia, and the UK, and a qualitative analysis was conducted on the transcribed interview data. These semi-structured interviews were designed to gather comprehensive and detailed information regarding the participants' experiences, perspectives, and insights regarding online learning. The interview data were transcribed verbatim and subsequently underwent a qualitative analysis process to identify and extract meaningful themes and patterns. Results Firstly, the study participants expressed satisfaction with the opportunity to continue their learning journey while feeling physically and psychologically safe through online learning, a significant step forward from their initial concerns about the feasibility of online learning in the COVID-19 environment. Secondly, they faced various challenges in adapting to online instructors and teaching methods, particularly as international graduate students with language and cultural barriers. Thirdly, it was revealed that the participants in the study had complicated feelings about the dual aspects of using technology, which is one of the main elements of online learning. That is, they did not deny that ethical risks were a concern. In contrast, the ability of technology to speed up the learning process was also mentioned. Fourthly, the participants found solace in forming supportive student communities, whether self-sustaining or provided by the educational institution, as a means of overcoming the difficulties encountered in the online learning process. Finally, successful online learning required learners to possess adaptability and a greater tolerance for change, as they balanced the demands of online education with their work and family responsibilities. Conclusions This study intended to explore in depth the online learning experience that has rapidly increased since the COVID-19 epidemic. The results derived from this research are expected to be important data to understand what kind of experience international learners are in, especially those who have crossed borders who will be learning in different cultures and educational environments.

비대면 수업에서 온라인 블렌디드 러닝 적용이 작업치료과 대학생의 수업만족도와 학 업성취도에 미치는 영향

박주영 ( Ju-young Park ),김훈주 ( Hun-ju Kim ) 대한통합의학회 2021 대한통합의학회지 Vol.9 No.2

Purpose : The purpose of this study is to explore the effectiveness of online blended learning(asynchronous online learning class 1+synchronous online learning class 2) method and discuss the applicability of online blended learning. In this study, we will analyze the differences in class satisfaction and academic achievement between asynchronous online learning and online blended learning classes, and discuss the strengths, weaknesses, and satisfactions of online blended learning. Methods : The subjects of this study were 39 of the occupational therapy students who took the ‘child development’ course. Asynchronous online learning class was applied for 1-6 weeks and online blended learning was applied for 9~14 weeks. The online blended learning class consisted of 1 hours synchronous online learning and 2 hours asynchronous online learning. For the asynchronous online learning, the screen recording program of OBS Studio was used, and for the synchronous online learning, the Zoom program was used. The results of course evaluation and academic achievement of students according to the type of lecture were compared, and a survey was conducted on the satisfaction of online blended learning. Results : The results of this study are as follows. First, satisfaction(A class: t=-4.19, p=.001, B class: t=-7.94, p=.00) with online blended learning classes was significantly higher than asynchronous online learning. Second, when applying online blended learning class, academic achievement(t=-10.58, p=.00) was significantly higher. Third, the online blended learning class showed the highest satisfaction in improving the interest in the subject, and it was found to be helpful in online class management, professor-student interaction, and class content understanding. Conclusion : We have found that online blended learning can compensate for the shortcomings of online lectures and increase the quality of the lectures and the satisfaction of students. The application of online blended learning should be supplemented according to the characteristics of each class, and I hope that blended online teaching methods can be developed based on new ideas in the future.

실시간 온라인 학습의 상호작용성과 코로나19 위험인식이 실시간 온라인 학습지속의향에 미치는 영향: 다중집단분석을 통한 학년의 조절효과

김미영 (사)한국관광레저학회 2022 관광레저연구 Vol.34 No.4

COVID-19 is having a huge impact on education field all over the world. Even if COVID-19 crisis ends, educators’ need for online learning will never decline. Especially in real-time online learning interactivity is a key factor that can have a positive influence on learning effectiveness. However, there are few researches on the interactivity of real-time online learning and COVID-19 risk perception affecting the learning persistence. Therefore, this study aimed to identify the influence of interactivity of real-time online learning on behavior intention and the influence of COVID-19 risk perception on behavior intention and learning persistence. Additionally, it aimed to identify the moderating role of grade in the influencing relation of COVID-19 risk perception on learning behavior intention and learning persistence. As a result of analysis, it appeared that interactivity of real-time online learning had a positive influence on real-time online learning behavior intention and learning persistence. It was also found that grade played significant moderating roles in this relationships between COVID-19 risk perception, learning behavior intention and learning persistence. The findings from this study provided academic implications and simultaneously practical implications for sustainable growth of real-time online learning.

고등교육 교수자의 온라인교육 인식: A대학을 중심으로

김동심(Kim Dongsim),이명화(Lee Myunghwa) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.13

본 연구는 고등교육 교수자의 온라인교육에 대한 인식을 CIPP모형에 기초하여 살펴보고자 하였다. 이를 위하여 수도권 소재 A대학에서 온라인강의를 운영하고 있는 교수자를 대상으로 질적연구를 실시하였다. 분석한 결과는 다음과 같다. 첫째, 교수 자는 4차 산업혁명, Z세대 등 다양한 환경변화로 인해 온라인교육은 거스를 수 없는 흐름으로 인식하고 있다. 둘째, 교수자는 오프라인강의보다 많은 시간을 투자하여 온라인강의를 준비하고 있으나, 대학으로부터 충분한 지원을 제공받지 못하고 있다 고 인식하였다. 셋째, 교수자는 학생의 높은 온라인수업 참여를 유발하기 위해서 다양한 수업 전략을 사용하였으며, 심층학습을 위해서는 최소한의 오프라인 활동이 필요함을 함의하였다. 넷째, 교수자는 낮은 강의평가를 받음에도 불구하고, 제반된 문 제는 온라인교육 확대를 위한 시행착오과정으로 이해하고, 지속적으로 운영할 계획임을 밝히고 있다. 연구결과를 바탕으로 한 고등교육 온라인 활성화를 위한 제언은 다음과 같다. 첫째, 고등교육에서의 온라인교육은 현재보다 양적 확대, 질적 함양이 이루어질 예정으로, 대학은 온라인교육 관리체계를 마련해야 된다. 둘째, 대학 구성원의 온라인교육 중요성에 대한 공감이 필요하다. 셋째, 교수자의 온라인교육관련 교수역량을 정의하고 대학은 이를 지원해야 한다. 넷째, 온라인에서 학습자의 참여 를 높일 수 있도록 오프라인 연계 수업, 온라인교육 오리엔테이션 등이 필요하다. The purpose of this research is to explore perception and evaluation on online learning of faculty members’ in higher education. The participants of this study were faculty members with teaching experiences of online learning. With the use of qualitative research method, each participant’s experience was interviewed based on CIPP model which is the theoretical framework of this research. The key findings revealed were as follows: First, faculty members have a perspective in accepting the diffusion of online learning due to 4th industrial revolution, z-generation and etc. Second, faculty members have put more effort forward to online learning, however have a perspective in the lack of colleges support for online learning. Third, faculty members have suggested the necessary of offline learning as learners have the low level of participation. Forth, faculty members have comprehended that the phase of expansion in online learning of higher education caused the low level of evaluation in their online class. Although the low level of evaluation, faculty members have an intention to persist in online class. The suggestions of the findings for enhancing online learning in higher education as follows: First, colleges should prepare of the system to administrate for the quality of online contents. Second, faculty members, students, staffs and including other college members need to have a perception the importance of online learning. Third, faculty members should cultivate competencies related to online learning for providing the effective online learning. Forth, faculty members should provide online learning strategies such as lecture orientation, offline coaching and activity and etc. for improving learners’ participation.

대학 Blended Learning 환경에서 온라인-오프라인 혼합방식 및 성찰활동이 자기조절학습과 학업성취에 미치는 효과

임정훈 ( Jung Hoon Leem ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2007 교육정보미디어연구 Vol.13 No.4

이 연구는 대학교육 환경에서 Blended Learning 전략을 효과적으로 활용하기 위한 온라인-오프라인 혼합방식과 학습자들의 성찰활동이 학습자들의 자기조절학습과 학업성취에 어떠한 영향을 미치는지를 경험적으로 검증해 보고자 하였다. 연구의 목적을 달성하기 위하여 이 연구에서는 I대학교 2학년 학생 중 교육심리학 수강생들을 온라인 4주+오프라인 8주집단, 온라인 8주+오프라인 4주 집단, 오프라인 12주 집단(통제집단) 세 집단으로 나누어 12주 동안 수업을 실시하였다. 온라인 수업을 제공받는 집단에게는 자학자습 형태로 구성된 학습 컨텐츠를 제공하였으며, 이들은 온라인 학습 후 자신의 학습과정, 전략에 관한 성찰활동을 수행한 뒤 커뮤니티 사이트에 게시하였다. 연구 결과 Blended Learning을 활용한 집단과 그렇지 않은 집단간에 자기조절학습 능력에 있어서 차이가 없었으나, 온라인 수업을 4주간 제공받은 집단은 오프라인 수업만 제공받은 집단에 비해 자기조절학습 중 동기조절 영역에 있어서 통계적으로 유의미하게 높은 점수를 나타냈다. 학업성취에 있어서는 특히 온라인 4주를 제공받은 집단이 가장 학업성취도가 높은 것으로 나타났으며, 온라인 8주를 제공받은 집단은 오프라인 수업만을 제공받은 통제집단에 비해서도 통계적으로 유의미하게 낮은 학업성취를 나타냈다. 또한, Blended Learning을 활용한 학습자 중 성찰활동을 수행한 학습자들은 그렇지 않은 학습자들에 비해 학업성취가 높은 것으로 확인되었다. The purpose of this study was to investigate the effects of blending type of online-offline and reflective activity on self-regulated learning and learning outcome in higher education based on blended learning. To accomplish the purpose of the study, an experiment was conducted with 169 college students who enrolled in ``educational psychology`` course. Subjects were assigned to two blended learning groups(online 4 weeks + offline 8 weeks group, online 8 weeks + offline 4 weeks group) and control group(offline group). Students of blended learning groups wrote reflection notes autonomously on community site after finishing their online learning. The first result was that there was no significant difference in total self-regulated learning score between blended learning groups and control group. However, there was a significant difference in motivated domain of self-regulated learning between online 4 group and control group. Second, there was a significant difference in learning outcome score between blended learning groups and control group. The score of online 4 week group was higher than that of online 8 week group, and the score of control group(offline group) was higher than that of online 8 week group. Third, there was a significant difference in learning outcome score between the group which conducted reflective activity and the group which did not conduct reflective activity. In conclusion, this study showed that the amount of online learning should be considered for designing blended learning, and that reflection is a very important strategy for improving learning achievement in implementing higher education course based on blended learning.

정확히 재가중되는 온라인 전체 에러율 최소화 기반의 객체 추적

장세인,박충식 한국지능정보시스템학회 2019 지능정보연구 Vol.25 No.4

Object tracking is one of important steps to achieve video-based surveillance systems. Object tracking is considered as an essential task similar to object detection and recognition. In order to perform object tracking, various machine learning methods (e.g., least-squares, perceptron and support vector machine) can be applied for different designs of tracking systems. In general, generative methods (e.g., principal component analysis) were utilized due to its simplicity and effectiveness. However, the generative methods were only focused on modeling the target object. Due to this limitation, discriminative methods (e.g., binary classification) were adopted to distinguish the target object and the background. Among the machine learning methods for binary classification, total error rate minimization can be used as one of successful machine learning methods for binary classification. The total error rate minimization can achieve a global minimum due to a quadratic approximation to a step function while other methods (e.g., support vector machine) seek local minima using nonlinear functions (e.g., hinge loss function). Due to this quadratic approximation, the total error rate minimization could obtain appropriate properties in solving optimization problems for binary classification. However, this total error rate minimization was based on a batch mode setting. The batch mode setting can be limited to several applications under offline learning. Due to limited computing resources, offline learning could not handle large scale data sets. Compared to offline learning, online learning can update its solution without storing all training samples in learning process. Due to increment of large scale data sets, online learning becomes one of essential properties for various applications. Since object tracking needs to handle data samples in real time, online learning based total error rate minimization methods are necessary to efficiently address object tracking problems. Due to the need of the online learning, an online learning based total error rate minimization method was developed. However, an approximately reweighted technique was developed. Although the approximation technique is utilized, this online version of the total error rate minimization could achieve good performances in biometric applications. However, this method is assumed that the total error rate minimization can be asymptotically achieved when only the number of training samples is infinite. Although there is the assumption to achieve the total error rate minimization, the approximation issue can continuously accumulate learning errors according to increment of training samples. Due to this reason, the approximated online learning solution can then lead a wrong solution. The wrong solution can make significant errors when it is applied to surveillance systems. In this paper, we propose an exactly reweighted technique to recursively update the solution of the total error rate minimization in online learning manner. Compared to the approximately reweighted online total error rate minimization, an exactly reweighted online total error rate minimization is achieved. The proposed exact online learning method based on the total error rate minimization is then applied to object tracking problems. In our object tracking system, particle filtering is adopted. In particle filtering, our observation model is consisted of both generative and discriminative methods to leverage the advantages between generative and discriminative properties. In our experiments, our proposed object tracking system achieves promising performances on 8 public video sequences over competing object tracking systems. The paired t-test is also reported to evaluate its quality of the results. Our proposed online learning method can be extended under the deep learning architecture which can cover the shallow and deep networks. Moreover, online learning methods, that need the exact reweighting pro... 영상 기반의 보안 시스템의 증가함에 따라 각 용도마다 다른 다양한 객체들에 대한 처리들이 중요해지고 있다. 객체 추적은 객체 인식, 검출과 같은 작업들과 함께 필수적인 작업으로 다뤄진다. 이 객체 추적을 달성하기위해서 다양한 머신러닝이 적용될 수 있다. 성공적인 분류기로써 전체 에러율 최소화(total-error-rate minimization) 기반의 방법론이 사용될 수 있다. 이 전체 에러율 최소화 기반의 방법론은 오프라인 학습을 기반으로 하고 있다. 객체 추적은 실시간으로 처리하며 갱신해야하는 것이 필수적이므로 온라인 학습(online learning)을 기반으로 하는 것이 적합하다. 온라인 전체 에러율 최소화 방법론이 개발되었지만 점근적으로 재가중되는(approximately reweighted) 작업이 포함되어 에러를 누적시킬 수 있다는 단점이 있다. 본 논문에서는 정확하게 재가중되는(exactly reweighted) 방법론을 제안하면서 온라인 전체 에러율 최소화가 달성되었다. 이 제안된온라인 학습 방법론을 객체 추적에 적용하여 총 8개의 데이터베이스에서 다른 추적 방법론들 보다 좋은 성능이달성되었다.