• Educational Technology International
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• v.9 no.1
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• pp.1-23
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• 2008

Despite considerable commitment to the application of action learning as an organization development intervention, no identified systematic investigation of action learning practices has been reported. Based on a systematic literature review, the purpose of this paper is to identify whether researchers strike a balance between action and learning in their studies of action learning. Research findings in this study included: (1) only 32 empirical studies were found from the electronic database search; (2) based on the hypothesized continuum of Revans' original proposition of balancing action and learning, the author categorized 32 studies into three groups: action-oriented, learning-oriented, and balanced action learning; (3) there were only nine studies on balanced action learning among 32 empirical studies, whose insights included an effective use of project teams, applications of action learning for organization development, and key success factors such as time, reflection, and management support; (4) case study was among the most frequently used research method and only six quality studies met key methodological traits; and (5) therefore, more rigorous empirical research employing quantitative methods as well as case studies is needed to determine whether researchers strike a balance between action and learning in studies on action learning.

• Journal of Information Technology Applications and Management
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• v.21 no.3
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• pp.53-64
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• 2014

It is important to keep learners' feeling positive during learning to enhance learning performance. According to flow theory,challenge-skill balance is a precondition for flow experience: Learners feel anxiety when the challenge of learning is higher than their ability, feel boredom when the challenge of learning is lower than learners' ability, and engage in flow status when the challenge of learning matches the learners' ability. However, the current empirical study reveals that emotions related to enjoyment may appear when the learners' skill is equal to or higher than the learning challenge. Nevertheless, boredom emotion may appear when learners perceive the courses are difficult but unimportant. These empirical survey results revealed the necessary of rethinking the appearance of boredom and enjoyment emotions in computer education.

• Journal of Electrical Engineering and Technology
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• v.13 no.5
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• pp.1841-1851
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• 2018

For the safe and stable operation of the power system, accurate wind power prediction is of great significance. A wind power prediction method based on empirical mode decomposition and improved extreme learning machine is proposed in this paper. Firstly, wind power time series is decomposed into several components with different frequency by empirical mode decomposition, which can reduce the non-stationary of time series. The components after decomposing remove the long correlation and promote the different local characteristics of original wind power time series. Secondly, an improved extreme learning machine prediction model is introduced to overcome the sample data updating disadvantages of standard extreme learning machine. Different improved extreme learning machine prediction model of each component is established. Finally, the prediction value of each component is superimposed to obtain the final result. Compared with other prediction models, the simulation results demonstrate that the proposed prediction method has better prediction accuracy for wind power.

• Journal of the Korean Institute of Intelligent Systems
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• v.6 no.2
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• pp.52-56
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• 1996

In trainir~ga back-propagation neural network, the learning speed of the network is greatly affected by its learning rate. Most of off-line fashioned learning-rate selection methods, however, are empirical except for some deterministic methods. It is very tedious and difficult to find a good learning rate using the empirical methods. The deterministic methods cannot guarantee the quality of the quality of the learning rate. This paper proposes a new learning-rate selection method. Our off-line fashioned method selects a good learning rate through stochastically searching process using evolutionary programming. The simulation results show that the learning speed achieved by our method is superior to that of deterministic and empirical methods.

• Educational Technology International
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• v.22 no.2
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• Knowledge Management Research
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• v.15 no.2
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• pp.67-88
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• 2014

This study aims to investigate on measuring the success of e-Learning. For this purpose, we proposed a research model that consists of e-Learning contents quality, e-Learning system quality, e-Lecturing quality, sense of e-Learning community factors as independent factors and e-Learning and e-Learning satisfaction as mediators and tested it empirically based on the structural equation model. The empirical results showed that e-Learning contents quality, e-Learning system quality, sense of e-Learning community factors directly lead to e-Learning. The study also found that e-Learning contents quality, e-Lecturing quality, sense of e-Learning community factors bring about higher e-Learning satisfaction and that e-Learning satisfaction has a positive impact on e-Learning. Furthermore, the research discovered that both e-Learning and e-Learning satisfaction have a significant relationship with e-Learning net benefits. This research renders its theoretical contribution to analyzing a positive influence of sense of e-Learning community, a newly suggested variable added to the existing IS success model in this study, on e-Learning. From a practical view, the findings of this study can lead to improving the quality of e-Learning in today's era where the growth of e-Learning industry is quite noticeable.

• Journal of Korea Technology Innovation Society
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• v.9 no.1
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• pp.149-174
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• 2006

Although conceptual and empirical researches on the technological learning is increasing rapidly, a few empirical researches of technological learning processes have been undertaken, taking into account a reality of learning processes of a firm. In order to analyze the learning processes of technological knowledges, based on integrative organizational learning theory, this study investigated technological learning processes by analyzing 13 technology development projects of one company with case study research design. Results of the empirical analyses suggested two taxonomy of technological learning processes. First are tour group of technological learning processes derived by the dimension of flow of cognitive and behavioral learning which is explained by the technological competency level of a firm. The other is two group of technological learning processes derived by the dimension of relative difficulty of cognitive and behavioral learning which is explained by the technology characteristics. Finally, the managerial implications for effective management of technological learning and limitations are discussed.

• The Journal of Society for e-Business Studies
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• v.10 no.2
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• pp.59-88
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• 2005

The recent development of IT, consolidation of communications and multimedia technology have brought enormous changes in many organizations. These changes are enabling the new educational environments such as distance learning and virtual education. Particularly e-Learning has grown rapidly in business training fields. In this regard, the primary purpose of this study is to investigate which factors of e-Learning influence education and training in business organizations through an empirical survey. The results show that most of hypotheses get significant support. Implications of these findings are discussed for researchers and practitioners.

• The Journal of Information Systems
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• v.31 no.1
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• pp.219-238
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• 2022

Purpose The purpose of this study is to investigate the structural relationships between interest, interaction level, presence, which are the characteristics of metaverse, learning immersion, and learning satisfaction, which are learning factors. Design/methodology/approach A questionnaire survey technique was used to achieve the purpose of the study. A questionnaire survey was conducted from November 22 to December 5, 2021, with students with experience in non-face-to-face classes using Gather Town and a total of 114 copies of the questionnaire excluding those with insincere answers were used for empirical analysis. SPSS Win ver.23.0 was used for basic statistical analysis, and AMOS 22.0 was used for the establishment and analysis of a structural equation model. Findings According to the study findings, interest and interaction levels had effects on learning immersion and learning presence, self-efficacy on learning presence, and learning immersion and learning presence on learning satisfaction. This study is meaningful in that it conducted an empirical study to find variables for improving learning immersion by conducting classes based on metaverse. Based on the findings of this study, it was found that interest and interaction, which are the biggest characteristics of metaverse, sustain learning participation and immersion and increase presence thereby enhancing learning satisfaction so that the possibilities of metaverse as a next generation education platform passing the limit of existing real time video platforms can be peeped.

• Journal of Korean Society for Quality Management
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• v.37 no.3
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• pp.54-64
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• 2009

This study conducts an empirical analysis of how the suggestion activity, most widely used in quality control activities, interacts with the dimensions of learning organizations. The study also attempts to analyze the results of Six Sigma based on sub-dimensions of learning organizations, which are infrastructure, culture and system. In order for learning and innovation to take place in implementing a Six Sigma program, the organizational infrastructure and culture are created and sustained and then, a learning organization system would become effective. In this study, a empirical model is used to demonstrate such an association. The sample consists of 134 organizations who have implemented a Six Sigma program for more than three years. Using the version 16.0 of AMOS for structural equation modeling, the study estimates the structural equation model that has a Six Sigma organization's infrastructure, culture and system as independent constructs, the suggestion system as a mediator, and the performance of Six Sigma projects as a dependent construct.