• 한국수학교육학회지시리즈A:수학교육
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• 제43권3호
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• pp.257-273
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• 2004

In this paper, we analyze what the components of mathematics teacher` knowledge are, and find that mathematics teacher need knowledge of three areas: subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge. Studies of practicing teachers suggest that When teachers lack understanding in their respective disciplines, it inhibits them from providing students the best learning opportunities, but that a teacher possessing pedagogical content knowledge provides learners with multiple approaches into learning. Some teachers having sound knowledge of mathematics and students were able to respond appropriately to students' questions, design appropriate learning activities involving a variety of mathematical representations, and orchestrate mathematical discourse in the classroom. Thus, it appears that mathematics teachers' knowledge positively affect teaching and student learning..

• 기본간호학회지
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• 제14권3호
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• pp.323-330
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• 2007

Purpose: The purpose of this study was to assess the difference in knowledge and learning needs of the coronary artery disease according to the general characteristics of the patients with type 2 diabetes mellitus. Method: The participants were 188 patients who had diabetes mellitus. Data were obtained between January and April 2006 by asking the knowledge and learning needs of the coronary artery disease. Data were analyzed using SAS program. Results: Participants' knowledge level was high in the cause and prevention, but the level was low in the symptom and occurrence of pain. Learning need for "Influence of smoking on heart disease" and "The structure and functions of the heart" was great, but learning need for "Complete diagnosis" and "Management of pain and pressure on the sternum" was little. No significant differences were found in the knowledge level of the coronary artery disease according to the general characteristics. Learning needs were greater in participants under 60 years of age (p=0.011) and in those with low education level (p=0.049). There was a significant correlation between knowledge and learning needs of the coronary artery disease (p=0.003). Conclusion: In planing the education programs, the general characteristics of the patients should be considered.

• 한국보건간호학회지
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• 제15권2호
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• pp.275-284
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• 2001

In order to assess the knowledge and learning needs. 72 patients with the first onset myocardial infarction were interviewed by the structured questionnaires during the period of September, 1999 to July, 2000. The results were as follows 1. As a whole. $57.9\%$ of patient had correct knowledge in relation to myocardial infarction. As for the knowledge score in terms of general characteristics, the patients who were in higher education and living with spouse were significantly higher point than those who were in lower education and living alone. 2. The mean scores of learning need of the subjects was 4.13 measured by Likert 5 point scale, No significant differences were shown in the score of learning need in terms of the general characteristics. As for the learning need according to domain, the subjects had higher leaning needs in the domain of diet, risk factors and activity and exercise. 3. There was no significant correlation between the learning need and the knowledge of myocardial infarction. The results of finding show that education program should be consider the general characteristics. the level of knowledge and learning needs of the myocardial infarction patients.

• International Journal of Contents
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• 제12권4호
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• pp.31-44
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• 2016

Knowledge creation and management are regarded as critical success factors for an organization's survival in the knowledge era. As a process of knowledge acquisition and sharing, organizational learning mechanisms (OLMs) guide the learning function of organizations represented by its different learning activities. We examined a variety of learning processes that constitute OLMs. In this study, we aimed to capture the process and framework of OLMs and knowledge sharing and acquisition. Factors facilitating OLMs were investigated at three levels: individual, group, and organizational. The concept of an OLM has received some attention in the field of organizational learning, however, the relationship among the factors generating OLMs has not been empirically tested. As part of the ongoing discussion, we attempted a systemic approach for OLMs. OLMs can be represented by factors that are inherent to the organization's system; therefore, prior to empirically testing the OLM generating factor(s), evaluation of its organizational integration is required to determine effective treatment of each factor. Thus, we developed a framework to manage knowledge and proposed a method to numerically evaluate factors influencing the OLMs. Specifically, composite importance (CI) of the Decision-Making Trial and Evaluation Laboratory (DEMATEL) method was applied to explore the interaction effect of these factors based on systemic approach. The augmented matrix thus generated is expected to serve as a stochastic matrix of an absorbing Markov chain.

• 한국정보시스템학회지:정보시스템연구
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• 제28권4호
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• pp.377-401
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• 2019

Purpose The purpose of this study is to investigate the effects of learning expectation and perceived knowledge sharing on user satisfaction and IS continuance in the Korean Army which is currently using the Regiments' Information System to help their Integrated Administration Management. Based on both the Information System(IS) Continuance Model and IS Success Model, this study also examine the role of system quality on user satisfaction. We develop a research model(structural equation model) and its hypotheses that learning expectation, perceived knowledge sharing, and system quality increase users' satisfaction, which leads to IS continuance. The effect of learning expectation on perceived knowledge sharing is also hypothesized. Design/methodology/approach Online Survey using e-mails was administered to test our research model and associated hypotheses. Among the 360 e-mail letters including our survey questionnaire, 285 responses were collected via e-mails. Meaningful 225 cases were analyzed for our study. SPSS Statistics 24.0 and SmartPLS 3.0 were used to analyze both measuremant test and hyotheses test by using the data set. Findings Survey results show that learning expectation(confirmation variable), learning expectation, perceived knowledge sharing(a perceived usefulness variable), and system quality(a system characteristic) each increases user satisfaction, which leads to IS continuance, under the control of the effect of habit to use information systems. Learning expectation also has a positive influence on perceived knowledge sharing. Theoretical and practical implications are presented.

• 지식경영연구
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• 제1권1호
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• pp.65-80
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• 2000

The main purpose of this study is to answer a question that how a company can be a learning organization producing useful knowledge by applying neuro-cybernetics approach. This approach borrows its working principles from the human body systems. The current study urges that the principles can be applied to build a learning organization. System 1 to 5, the core parts of neuro-cybernetics, are explained. And it is explored that how these systems can be designed for a company to be a learning organization. Limitations of the current study are discussed at the end of the paper.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 2001년도 ICCAS
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• pp.173.5-173
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• 2001

Q-Learning is a most widely used reinforcement learning, which addresses the question of how an autonomous agent can learn to choose optimal actions to achieve its goal about any one problem. Q-Learning can acquire optimal control strategies from delayed rewards, even when the agent has no prior knowledge of the effects of its action in the environment. If agent has an ability using previous knowledge, then it is expected that the agent can speed up learning by interacting with environment. We present a novel reinforcement learning method using domain knowledge, which is represented by problem-independent features and their classifiers. Here neural network are implied as knowledge classifiers. To show that an agent using domain knowledge can have better performance than the agent with standard Q-Learner. Computer simulations are ...

• 공학교육연구
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• 제13권2호
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• pp.12-15
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• 2010

Learning community is one of the important pillars of the education in knowledge-based society. How to encourage students' spontaneous participation to the learning community is one of the actual problems to solve for the revolution of the education scheme. In this paper we introduce a strategy to boost the activity of the learning community, which works in the on-line space. The keys for the on-line supporting system for the learning community are to have communication space, trading space and connection with industry. To support activities of each space, we provide an on-line web site which includes a community module, a knowledge market module and an industrial commentary module. Students can start their self-leading study in the communication space, and they can also practice skills for the knowledge management in the knowledge trading space. Through the connection space, they can learn more from the real world critics with help of industry.

• Educational Technology International
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• 제10권1호
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• pp.1-23
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• 2009

Learners are often posited in a paradoxical situation where they are not fully involved in decision making processes on how to learn, in designing their tools. Cognitive artifacts in e-learning are supposed to effectively support learner-centered e-learning. The purpose of the study is to analyze cases of cognitive artifacts and to inquire those design principles for facilitating the learner-centered e-learning. Four research questions are suggested: First, it will be analyzed the characteristics of learners with respect to design of cognitive artifacts for supporting the learner-centered e-learning. Second, characteristics of four cases to design cognitive artifacts in learner-centered e-learning environment are analyzed. Third, it will be suggested the appropriate design principles of cognitive artifacts to facilitating learner-centered learning in e-learning environment. Four cases of cognitive artifacts design in learner-centered e-learning was identified as follows: Wiki software as cognitive artifacts in computer-supported collaborative learning; 'Play Around Network (PAN)' as cognitive artifact to monitor learning activities in knowledge community; Knowledge Forum System (KFS) as a cognitive artifact in knowledge building; cognitive artifacts in Courses-as-seeds applied meta-design. Five design principles are concluded as follows: Promoting externalization of cognitive artifacts to private media; Helping learners to initiate their learning processes; Encouraging learners to make connections with other learners' knowledge building and their cognitive artifacts; Promoting monitoring of participants' contributions in collaborative knowledge building; Supporting learners to design their cognitive artifacts.

• International Journal of Internet, Broadcasting and Communication
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• 제15권1호
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• pp.56-62
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• 2023

In the educational environment of the post-COVID-19 era, metaverse learning, which can improve the disadvantages of online learning and improve learning outcomes, is attracting attention. Metaverse is expected to play an important role as a learning experience platform (LXP) that can provide immersion and experience for learners. In order to successfully introduce and utilize metaverse learning that utilizes the metaverse platform, teachers' knowledge of metaverse-related technologies and pedagogical convergence is important. So far, teacher knowledge for educational use of the metaverse has not been explored. In this regard, this study explored the TPACK (Technological, Pedagogical And Content Knowledge) framework as a teacher's knowledge system for metaverse learning. Based on this, this study designed the class contents of metaverse learning. The results of this study are expected to diffuse the importance of TPACK required for metaverse learning and contribute to the development of teachers' competence.