• Journal of Families and Better Life
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• v.29 no.4
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• pp.89-107
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• 2011

The purpose of this study was to develop Parent Education Program for Learning Coaching which enhances parent's learning-support behaviors, as well as, children's self-Efficacy and self-regulated learning capability, and to implement and evaluate the program for the families with school aged children. The results of this study were as follows. First, the contents of the experimental model of 'Parent Education Program for Learning Coaching' were specified as five factors namely; offering options, offering democratic rules, pursuing appropriate results, offering school-related information, offering self-regulated learning skills for children. Second, significant differences in the experiment group were found in pre- and post-test scores of parent's learning-support behaviors and children's self-efficacy and self-regulated learning capability, but not for the control group. Thus, based on these findings, a modified model of 'Parent Education Program for Learning Coaching' was presented as a conclusion.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1996.10a
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• pp.49-52
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• 1996

In this article, we develop a 'dynamic' approach to manufacturing improvement, based on perspectives of manufacturing learning and decision theory. First, we present an alternative definition of production system consistent with a decision-theoretic perspective: the system consists of structural, infra-structural, and decision making constructs. A primary proposition is that learning capability possessed by a manufacturing system be prerequisite for the system to improve its manufacturing performance through optimal controlling of the three constructs. To support the proposition, we elaborate on a mathematical representation of "learning" as defined in an applied setting. We show how the learning capability acts as an integrating force ameliorating the trade-off between two key manufacturing capabilities, i.e., process controllability and process flexibility.exibility.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.11
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• pp.795-803
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• 2020

The purpose of this study is to verify the differences in learning capability according to the demand of learning programs. The participants of this study included 1,738 S University students. The results of the study are as follows. First, in learning capability according to participation in learning programs, we found statistically significant differences in the ability to organize information, resource utilization, self-awareness, self-improvement and sociality. Second, there were no statistically significant differences in the ability to organize information, resource utilization, self-awareness, self-improvement and sociality in participating in learning programs. Third, there were statistically significant differences in the ability to organize information, resource utilization, self-awareness, self-improvement and sociality in not participating in learning programs. Fourth, there were statistically significant differences in the ability to organize information, resource utilization, self-awareness, self-improvement and sociality in experiencing difficulties in learning. Fifth, learning capabilities in specific areas that students wanted to improve had no statistically significant differences in the ability to organize information, resource utilization, self-awareness. However, there were statistically significant differences in self-improvement and sociality.

• Journal of Korean Home Economics Education Association
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• v.28 no.2
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• pp.21-39
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• 2016

The purpose of this study was to investigate the differences in the school life satisfaction of middle school students according to self-directed learning capability and emotion regulation strategy. The subject of this study were 499 middle school students in Daegu. In order to analyze the data, two way ANOVA were employed for analysis and $Scheff{\acute{e}}$ test for post-hoc analysis. The main finding of this study were as follows; First, there were significant differences in the school life satisfaction of middle school students according to self-directed learning capability and behavioral emotion regulation strategy. Second, there were significant differences in the school life satisfaction of middle school students by cognitive emotion regulation strategy. But there were no significant differences in the school life satisfaction according to self-directed learning capability and cognitive emotion regulation strategy. Third, there were significant differences in the school life satisfaction of middle school students according to negative avoidant and emotion regulation strategy. However there were no significant differences in the school life satisfaction according to self-directed learning capability and negative avoidant emotion regulation strategy.

• Journal of Digital Contents Society
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• v.12 no.4
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• pp.467-474
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• 2011

Auditory and language train for the hearing-impaired is an essential course improving conversational capability with non-deaf and accompanying the financial burden and the physical fatigue of parents or a teacher. To reduce these problems, web-based training contents have been developed. But these contents have been developed without consideration of individual difference such as various levels of residual hearing and the learning capability of hearing-impaired. Therefore, it is important that appropriate training progress for each hearing-impaired should be designed by evaluating and analyzing the personal status, residual hearing, learning capability and training achievement. This paper suggests auditory and language training service model for the hearing-impaired, which is planning and managing an auditory and learning training based on personal evaluation. In addition, this paper suggests a design method for a serious game content planing based on this service model.

• The Journal of Information Systems
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• v.27 no.1
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• pp.111-131
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• 2018

Purpose This study empirically investigated the impact of information technology(IT) capability on the co-innovation with suppliers and the effects of the co-innovation with suppliers on the product and process innovations in manufacturing firms. We demonstrated that IT promotes innovations trough the sharing of knowledge with suppliers. Design/methodology/approach The empirical data were collected through post-survey. 97 valid survey data were finally collected. With a multiple-regression analysis, we confirmed the influence relationships among critical variables. Findings In the empirical results, it was found that IT integration positively and significantly influences the amount of inter-organizational information exchange with suppliers. The results showed that the inter-organizational information flow with suppliers has a positive and significant impact on the inter-organizational learning with suppliers. It was also observed that the inter-organizational learning with suppliers facilitates and promotes the co-innovation with suppliers. From these results, it is concluded that the co-innovation with suppliers is activated through the knowledge transfer or sharing caused by an inter-organizational information flow or learning. Finally, the positive effects of the co-innovation with suppliers on the product and process innovations were empirically confirmed. Thus, it is suggested that IT capability influences innovations through the co-innovation with suppliers caused by an inter-organizational information flow.

• Journal of Distribution Science
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• v.20 no.6
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• pp.57-66
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• 2022

Purpose: Business agility is an important key to survival for SMEs in Indonesia, especially during the COVID-19 pandemic. Indonesian local product distribution and service distribution are mostly served by SMEs. Agile businesses will be able to assist them in the proper distribution of products and services. This research examines how the direct and indirect influence of IT capabilities on business agility through organizational learning and business intelligence for small and medium enterprises in the distribution of Indonesian products and services. Research design, data and methodology: This research uses SEM method with SmartPLS tool. The sample of this research was conducted on small and medium enterprises in the distribution of Indonesian products and services. The sample obtained in this study was 202 SME owners or managers (strategic level). Results: Business intelligence plays a key role in improving business agility. The results of IT capability can directly and indirectly affect business agility through organizational learning. Conclusions: Business intelligence has the biggest role in increasing business agility in SMEs in Indonesia. IT capability has an indirect effect on business agility through organizational learning. The findings of this study prove that IT capabilities do not indirectly affect business agility through business intelligence.

• Journal of Digital Convergence
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• v.13 no.5
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• pp.151-158
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• 2015

The purpose of this study to understand collaborative process and the capabilities of the firm impact on innovation performance in convergence environment. To achieve the purpose, research model was empirically tested with a survey from 162 employees from 4 Korea manufacturing companies and 1 USA company. The data obtained from the survey were analyzed using Partial Least Squares (PLS). As a result, collaboration process, learning capability and operation capability have significant and positive impact on innovation performance. It is a meaningful result that the collaboration process improve the innovation performance of firms through the operation capability and the learning capability.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.272-281
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• 2018

The purpose of this study was to examine the influence of an academic tutoring program on interpersonal relationships, self- directed learning capability and academic self-efficacy. The research question posed in this study was whether an academic tutoring program would affect interpersonal relationships, self-directed learning capability and academic self-efficacy. To address the research question, a self-administered survey was conducted to gather data on 214 students who participated in an academic tutoring program during a semester from September 4 to November 10, 2017. The findings of the study were as follows: After their participation in the tutoring program, there was a little decrease in self-directed learning capability and personal learning orientation, and they made progress in interpersonal relationships and academic self-efficacy. By gender, there was the greatest improvement in interpersonal relationships as well after their participation in the tutoring program. By academic year and motivation for participation, they showed the best improvement in interpersonal relationships as well, followed by academic self-efficacy. In other words, it could be said that the parts which the tutoring program brought about the biggest change to and worked best on were interpersonal relationships and academic self-efficacy. In conclusion, the improvement of interpersonal relationships and academic self-efficacy could boost not only the school adjustment of students but their academic levels and then eventually prevent them from dropping out. Therefore this program seems to be one of outstanding learning programs that could make a contribution to the stable management and qualitative competitiveness of universities.

• Journal of Korea Technology Innovation Society
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• v.1 no.3
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• pp.351-363
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• 1998

This case study aims at investigating the factors which make venture firms successful. It analysedthree high-performance venture firms originated from the government-financed rese arch institute, the company and the university on the viewpoint of 'dynamic capability' theory. In this case study, technology integration capability and administrative innovation capability were identified as success factors of the three venture firms. The study also presented the role of the incubating organizations. Although incubating organizations supported technological and managerial resource-building of the entrepreneurs, there was not active interactive-learning between venture firms and incubating organizations after spin-off.