• 제목/요약/키워드: IT Outcomes

검색결과 3,110건 처리시간 0.029초

학습성과의 개념과 작성에 대한 탐구 (A Critical Evaluation of the Concept and Writing of Learning Outcomes)

  • 이동엽;양은배
    • 의학교육논단
    • /
    • 제18권3호
    • /
    • pp.125-131
    • /
    • 2016
  • Recent changes in educational paradigms that emphasize the performance or outcomes of education are redefining how learning objectives are being described as 'learning outcomes' in various academic disciplines. Medical education is not an exception to this trend. However, it has come to our attention that the key concepts and appropriate descriptions of learning outcomes have not been well understood among educators and that this lack of understanding has hindered our efforts to implement the practice in the field. This study aims to provide a direction to establish and describe learning outcomes by examining previous studies that have focused on setting learning objectives as well as learning outcomes. Setting and describing learning outcomes starts from reflection on the approach of behavioral learning objectives, which overemphasizes learner's acquired knowledge, skills, and attitude in each classroom rather than actual performance. On the other hand, the learning outcome approach focuses on what the learner is able to do as a result of a learning experience. This approach is more learner-friendly and encourages students to lead and be responsible for their learning process. Learning outcomes can best be described when the relevance of actual contexts and the hierarchy of learning objectives are considered. In addition, they should be in the form of context, task, performance, and level, as well as be planned with proper assessment and feedback procedures. When these conditions are met, the learning outcome approach is beneficial to students as it presents a curriculum that is more open to learners. Despite these advantages of the learning outcome approach, there is a possible concern that setting the learning outcomes and describing them can restrict evaluation to lower cognitive skills if the concept of learning outcome is narrowly interpreted or is set too low. To avoid such narrow applications, it is important for educators to understand the comprehensiveness of the learning outcome setting and to consider long-term outcomes embedded in an organizational vision rather than only short-term behavioral outcomes.

공학인증 학습성과의 올바른 해석과 이해 (KEC2005 Program Outcomes: Sound Interpretation and Understanding)

  • 박동국;심춘보;김철신
    • 공학교육연구
    • /
    • 제18권3호
    • /
    • pp.33-38
    • /
    • 2015
  • Engineering education accreditation, such as by ABEEK in Korea or ABET in USA, centers around outcomes-based education (OBE). Outcomes are the abilities or competencies which students are expected to achieve by the time of graduation. Engineering programs must design the curriculum, educate their students, and assess the performance of them in accordance with the program outcomes. Consequently, sound understanding of the program outcomes is crucial to the successful implementation of OBE. Most of the 12 outcomes of ABEEK KEC2005 criteria came from ABET criteria written in English. It means that, apart from sound understanding of the outcomes, we need to care about the correct translation of the ABET outcomes from English to Korean. The translation of them as in KEC2005, however, leaves something to be desired. This paper tries to present the correct translation of some program outcomes as well as sound understanding of a few outcomes difficult to define.

공공도서관 데이터를 활용한 도서관 성과평가 시스템 구축 연구 (A Study on Building of Outcomes Evaluation System Using Data of a Public Library)

  • 한상우;박성재
    • 한국문헌정보학회지
    • /
    • 제52권4호
    • /
    • pp.163-178
    • /
    • 2018
  • 본 연구는 공공도서관에서 운영하는 프로그램의 성과를 측정할 수 있는 시스템의 구축을 목적으로 한다. 이를 위해 로직모델을 기반으로 개발된 도서관 성과측정 프레임워크를 적용하고 사서가 직접 KOLAS에서 데이터를 반출하고 성과평가 시스템에 업로드하여 성과를 측정하고 결과를 출력할 수 있도록 시스템(LibOutcomes system)을 구축하였다. 연구 결과, 성과평가 시스템을 이용한 성과 측정은 시각적으로 결과를 확인하기에 유용하였다. 또한 웹 기반 시스템으로 구축함으로써 접근 및 이용의 용이성을 확보할 수 있었고, 향후 KOLAS의 한 기능으로 확장할 수 있는 가능성을 제시하였다.

프로그램 학습성과 타당성 관찰을 위한 교과목-임베디드 평가도구 분석 (An Analysis for the Course-Embedded Assessment Tool to Validate Program Outcomes)

  • 신행자;김시범;강원호
    • 한국기계가공학회지
    • /
    • 제7권4호
    • /
    • pp.82-95
    • /
    • 2008
  • As society has changed to being more knowledge-based, it is necessary that change of paradigm is incorporated into engineering education and the education goals and the assessment method of educational outcomes is developed to promptly meet the needs of the times. A purpose of this study is to measure learning outcomes in coursework of engineering college every semester, which ultimately provides to validate program outcomes. We looked into teaching-learning style of course in the engineering college and analyzed its grade method and tool. By use of a survey, we derived a reasonable method to measure for the learning outcomes in course and presented tools for course-embedded assessment to measure that learning outcomes had been tied to their objectives. These tools are effective to determine that program outcomes and education goals have been achieved, ultimately. In addition, it will help that instruction builds a loop system for better.

  • PDF

간호학 학사학위 프로그램 학습성과 평가체계 개발 사례: 의사소통 능력 향상을 중심으로 (A Study on Assessment System for Nursing Bachelor Degree Program Outcomes: Focused on Communication Ability Improvement)

  • 김복남;김순옥
    • 간호행정학회지
    • /
    • 제20권2호
    • /
    • pp.154-166
    • /
    • 2014
  • Purpose: The core of accreditation for nursing education is to improve the ability and quality of graduates through a CQI system based on outcomes. For program outcomes of nursing education accreditation criterion, it is necessary to understand the relationship among education assessment, objective and curriculum. Methods: The focus of this study was on program outcomes and the assessment. First measures for improving the general problems of program outcomes associated with the assessment system were stated. Detailed measure for practicing program outcomes, the assessment system and the assessment tool using Rubrics were discussed. Results: Detailed measure were established for practicing the program outcomes, assessment system and assessment tool, which makes use of rubrics, program outcome No 3 of the Korean Accreditation Board of Nursing Education. Conclusion: Therefore it is expected that the assessment system established in this study will allow universities to conduct program outcomes and assessment.

공공기관의 정보시스템 아웃소싱에 미치는 영향 요인과 도입 성과 (Influence Factors and the Introducing Outcomes over IT Outsourcing in the Government Offices)

  • 전제만;이선규
    • 한국콘텐츠학회논문지
    • /
    • 제13권3호
    • /
    • pp.339-351
    • /
    • 2013
  • 본 연구는 IT 아웃소싱에 미치는 영향요인과 도입성과를 실증적으로 분석하였다. IT 아웃소싱에 미치는 영향 요인은 조직요인(정보시스템 성숙도, CEO의 지원), 거래요인(자산 특수성, 불확실성, 정보시스템의 사용정도), 위험요인(안전성(보안)의 위험, 비용의 증가위험, 자율성 상실의 위험)으로 설정하였다. 분석 결과는 다음과 같다. 조직요인에서 정보시스템 성숙도와 CEO의 지원요인은 도입성과에 긍정적인 영향을 미치는 변수로 분석되었고, 거래요인에서는 정보시스템 사용정도 변수만이 도입성과에 영향을 미치는 변수로 분석되었으며, 자산의 특수성 요인과 불확실성 요인은 도입성과에 영향을 미치지 않는 것으로 분석되었다. 위험요인에서는 안전성(보안)의 위험, 비용의 증가 위험 요인만이 도입성과에 영향을 미치는 변수로 분석되었고, 자율성 상실의 위험요인은 도입성과에 영향을 미치지 않는 것으로 분석되었다.

PMO 역량에 따른 프로젝트 성과에 관한 연구 (An Exploratory Study on the Project Performance by PMO Capability)

  • 배재권;김진화;김상열
    • Asia pacific journal of information systems
    • /
    • 제18권1호
    • /
    • pp.53-77
    • /
    • 2008
  • In recent years, although numbers of corporations are bringing in PMO, they seem to be indifferent to PMO performance measurement. This demonstrates that there are also other reasons beside performance measurement of information systems (IS) project being ambiguous by introducing PMO; the lack of acknowledging the concrete function of PMO, and the scarcity of empirical study about the effect of PMO on the project members and project performance. In this sense, this study is aimed at proposing a new research model in which project success factors (i.e., standardization, management advocacy, and staff expertise) affect PMO capability (i.e., knowledge management, resources management, and problem solving competency) positively, leading to project performance (i.e., task outcomes, psychological outcomes, and organizational outcomes) eventually. To empirically test the research model, data are surveyed from PMO department and IS department. To prove the validity of the proposed research model, PLS analysis is applied with valid 132 questionnaires. By employing PLS technique, the measurement reliability and validity of research variables are tested and the path analysis is conducted to do the hypothesis testing. The path analysis results can be organized into 7 ways in large scale. First, standardization of project success factors has a positive association with knowledge management, resources management, and problem solving competency of PMO capabilities. The findings of this result indicate that the multiple or single project management should satisfy standardization in order to operate an effective PMO. Second, management advocacy of project success factors has a positive association with knowledge management, resources management, and problem solving competency. Management advocacy refers to the willingness of management to provide the required resources and authority for project success. There is agreement among researchers regarding the importance of management advocacy for favorable PMO capability. Third, staff expertise of project success factors has a positive association with knowledge management, resources management, and problem solving competency. The findings of this result indicate that the formation of an exceptional consultant or members with a proficient knowledge for staff expertise of project member is the key factor to elevate the PMO capability. Past research suggests that experience and knowledge and the resultant familiarity with the problem faced can be an important determinant of PMO capability. A capable project with appropriate staff expertise means that it enjoys a diversity of abilities and experiences. Fourth, knowledge management competency of PMO capabilities has a positive impact on psychological outcomes but has no direct effect on task outcomes and organizational outcomes. In domestic case of S. Korea, PMO was finally introduced to many other corporations in 2005 though it started bringing in 2000. Therefore, it had neither a significant impact on the task outcomes nor organizational outcomes by lacking the contents and the infrastructure of the knowledge management because the knowledge consolidation and management period of PMO is comparatively shorter by terms than other foreign nations. Fifth, resources management competency of PMO capabilities has a positive association with task outcomes, psychological outcomes, and organizational outcomes. In addition, problem solving competency of PMO capabilities has a positive association with task outcomes, psychological outcomes, and organizational outcomes. Therefore, the findings of this results stress that PMO capabilities has a positive impact on project performance. Sixth, according to the path analysis of the hypothesis, which suggested in this research, problem solving competency is the PMO capability which is the key success factor for task, psychological, and organizational outcomes as an integrated performance model. Further, the analysis reveals that problem solving competency is an important factor for integrated performance model. The finding is in line with past IS research, which affirms that the work of IS projects is essentially a problem solving endeavor. Seventh, in the path analysis of the hypothesis in this research, the path of the management advocacy $\rightarrow$ problem solving competency $\rightarrow$ organizational outcomes appears to be the most important and strongest path. In brief, the finding of this study suggests that project success factors influence PMO capability positively, and project performance as well. From the results, it can be concluded that PMO helped great improve the project success rate and project performance. This study advances research on PMO capability in three important aspects. First, the findings of our study have implications for IS theory and future research. Our study contributes to IS theory by synthesizing concepts from PMO research and project management research with those in IS research. We proposed and tested PMO capability of IS projects and the findings of our investigation provided some preliminary answers to some of the questions raised. Secondly, this thesis does not only help depicting the concept of IT governance but also approaches empirically. It makes a gradual approach to the main content, step by step, in contrary of simple standard, scholastic way of thinking. Finally, we argued that this task-oriented(technical) view is not sufficient to adequately conceptualize IS project performance. Hence, we applied that the research on organization teams, which provides a flip viewpoint to that of project management research in that it gives more weight for psychological outcomes of organizational work groups, can be very helpful in reconceptualizing the IS project performance construct. The limitations of this study are also discussed to provide research directions for future research.

네트워크 성과측정 기획을 위한 개념도 연구법(Concept Mapping) 적용가능성 (A Study on the Applicability of Concept Mapping in the Planning of Network Outcomes Measurement)

  • 김지영
    • 한국사회복지학
    • /
    • 제59권3호
    • /
    • pp.281-304
    • /
    • 2007
  • 사회복지 서비스 부문에서 최근 상호조직간 네트워크의 필요성이 증가하면서 상호조직간 네트워크 사업이 활성화되고 있다. 이와 함께, 네트워크 성과에 대한 책임성의 요구도 증가하고 있다. 네트워크 성과를 성공적으로 수행하기 위해서는 성과에 관한 상호조직 간의 공통된 이해의 틀을 갖추는 것이 필요하며, 성과 개념에 관한 합의 도출이 이루어져야 한다. 따라서, 본 연구는 사회복지 실천현장에서 각기 다른 이해관계에 놓인 조직들이 네트워크 성과측정을 기획하기 위한 기초 작업으로서 성과의 개념적 틀을 개발하고 개념적 합의를 도출할 수 있도록 돕는 concept mapping(개념도 연구법)을 적용한 사례를 소개하고 실천현장에서의 활용가능성을 모색해 보았다. 개념도 연구법을 적용한 결과 협력적인 수행과 지속적인 의사결정 과정 속에 놓여 있는 네트워크 조직에서의 성과측정 기획을 위한 실천적 함의를 발견할 수 있었으며, 사회복지 실천에의 적용 유용성을 향상하기 위한 대안들을 제시하였다.

  • PDF

The Effect of the Delivery Format on Teaching Presence, Learning Presence, and Learning Outcomes in Distance Learning of Nursing Students: Synchronous versus Asynchronous Learning

  • Kim, Min-A;Choi, So-Eun
    • 지역사회간호학회지
    • /
    • 제33권3호
    • /
    • pp.312-320
    • /
    • 2022
  • Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence.

프로그램 학습성과 평가방법 연구 (A Study on Assessment Method of Program Outcomes)

  • 김복기;박진영
    • 공학교육연구
    • /
    • 제11권4호
    • /
    • pp.46-57
    • /
    • 2008
  • 공학교육인증의 핵심은 "성과중심(outcomes based)" 교육을 바탕으로 지속적 자율 개선 구조를 통하여 졸업생의 능력 및 자질을 향상시키는 것이다. 공학교육 인증기준 중 학습성과의 경우 교육평가, 교육목표, 교육과정과의 관계 속에서 올바르게 이해될 필요가 있다. 본 논문에서는 프로그램 학습성과 평가방법을 중점적으로 다루었다. 먼저 프로그램 학습성과 평가방법의 일반적인 문제점을 개선할 수 있는 방안을 기술하였다. 또한 프로그램 학습성과 평가체계와 루브릭을 활용한 평가도구의 구체적 실행 방법을 논하였다. 따라서 본 연구를 통하여 수립된 평가도구를 통하여 대학현장에서 학습성과 평가가 실제적으로 운영될 수 있기를 기대한다.