• Journal of the Korean Society of Clothing and Textiles
• /
• v.24 no.1
• /
• pp.116-127
• /
• 2000

This study investigated the effects of sales supervisors on salespeople's goal orientations and sales performance in fashion retail setting. Specifically, it examined: 1) the differences in salespeople's goal orientations by salespeople characteristics; 2) the effects of supervisor's behavioral orientations on goal orientations of salespeople; and 3) the effects of salespeople's goal orientations on performance. A total of 343 questionnaires collected from salespeople in various apparel and accessory selling departments at four department stores in Korean were analyzed. Variables included supervisor's behavioral orientations(end-results, activity and capability), salespeople's goal orientations(learning and performance), sales performance and salespeople characteristics. MANOVA revealed that three was no difference in goal orientations by salespeople characteristics except by selling department. Multiple regression analysis revealed that supervisor's end-result orientation affected salespeople's learning orientation and performance orientation while activity and capability orientations did not. The study suggests that for long-term performance supervisors and retail organizations need to develop various supervisory behaviors, stimulate learning demands of salespeople, and provide training programs to achieve the learning goal.

• Proceedings of the Korean Operations and Management Science Society Conference
• /
• 2006.05a
• /
• pp.1235-1239
• /
• 2006

Fractal manufacturing system (FrMS) distinguishes itself from other manufacturing systems by the fact that there is a fractal repeated at every scale. A fractal is a volatile organization which consists of goal-oriented agents referred to as AIR-units (autonomous and intelligent resource units). AIR-units unrestrictedly reconfigure fractals in accordance with their own goals. Their goals can be dynamically changed along with the environmental status. Since goals of AIR-units are represented as fuzzy models, an AIR-unit itself is a fuzzy logic controller. This paper presents a goal regulation mechanism in the FrMS. In particular, a reinforcement learning method is adopted as a regulating mechanism of the fuzzy goal model, which uses only weak reinforcement signal. Goal regulation is achieved by building a feedforward neural network to estimate compatibility level of current goals, which can then adaptively improve compatibility by using the gradient descent method. Goal-oriented features of AIR-units are also presented.

• Knowledge Management Research
• /
• v.12 no.1
• /
• pp.17-37
• /
• 2011

This paper is aimed at investigating the influence of the learning organization's structural characteristics, learner's characteristics, and perceived organizational support (POS) on organizational knowledge creation. also the POS is tested as a moderator on the relationship between learner's characteristics including learning goal orientation and learning self-efficacy and organizational knowledge creation. the results are as follows. for main effect hypotheses, both connecting the organization to its environment and establishing systems to capture and share learning system representing learning organization's structural characteristics have significant positive impact on organizational knowledge creation. the POS also has a significant impact on organizational knowledge creation. However, learning goal orientation and learning self-efficacy have not significant impact on organizational knowledge creation. for moderating effect hypothesis, POS moderates the relationship between learning goal orientation and organizational knowledge creation, which means if the POS is high then learning goal orientation has more significant positive impact on it. Based on our findings, we conclude that structural characteristics of learning organization provide organizations with an opportunity of knowledge creation. in particular, interconnectedness of organization with environment and organizational knowledge sharing systems determine the ways of behaving that are related to learning within organizations. however, learner's characteristics did not have a significant effect on organizational knowledge creation, which could be interpreted due to the fact that employees are not motivated to create new knowledge if they are rarely required to involve challenging works, generate new knowledge, or share preexisted knowledge with others.

• Hwankyungkyoyuk
• /
• v.21 no.4
• /
• pp.94-110
• /
• 2008

Recently environmental problem becomes such a big issue all over the world that the necessity and importance of the environmental education in school has been simultaneously emphasized. While diverse methods for the environmental education have been researched, this paper, especially focused on a teaching-learning model called GBS (Goal-based scenario), aims to provide a new learner-centered approach for the environmental education. For this purpose, this paper first briefly presents two theoretical backgrounds of GBS (i.e., constructivism and Schank's dynamic memory theory), which is followed by specific and concrete strategies and methods of how to apply GBS in class for the teacher. GBS(Goal-Based Scenario) is a learner-centered model in which learners are presented with a reality-based scenario (or task or problem) and go through several stages of 'missions' to get to a final solution of the given scenario. GBS, while completely resonant with other constructivist learning models in terms of learner-centered approaches, is distinctive from others, when it supplies more specific, structured guides of learning, called 'missions', to the students throughout the whole learning process. In a words, GBS ought to be recognized as an unique learner-centered model compromising the contradictory concepts of 'learner control' and 'structure and specifics' in learning environments still without any damage of constructivist learning principles.

• 한국HCI학회:학술대회논문집
• /
• 2008.02b
• /
• pp.64-70
• /
• 2008

Computer Assisted Learning (CAL) is quite different from in many aspects. CAL provides individualistic learning environment and facilitates autonomy of the learner. Thus the learners who uses CAL program has more sense of control and engages in more strategic learning than conventional learning environment. In this experiment, we used KORI (KORea university intelligent agent) which is a new type of ITS adopting TA (Teachable Agent) that fosters learning by teaching, So, we investigated the critical motivational factor that have influences in CAL learning and the effects of reward in CAL are another area of our interest. Thus, we divided two conditions that presence of reward and absence of reward. The 174 elementary school students(5th) were participated and they are randomly assigned the one of the reward conditions. Before entering the experimental instruction, all participants measured about metacognition, self-efficacy and goal orientation questionnaire as independent variables. Then, Participants were instructed of method of using KORI program and asked to study for ten days with KORI program at least 20 minutes everyday in their home, about 10 days. After 10 days, they were rated interest and comprehension. Regression results suggest that regardless of the presence of reward, metacognition is a positive predictor in interestingness. It indicate that metacognitive skills are required in CAL learning situation irrespective of reward. But on comprehension in the absence of reward, only self- efficacy appeared to be a positive predictor. In the presence of reward, performance goal orientation showed as a negative predictor of comprehension, whereas self-efficacy was a positive predictor. This result suggest that presence of reward especially interferes learning process of performance goal orientation in CAL learning situation. It could be interpreted that reward interferes the learning process of performance goal orientation by debilitating intrinsic motivation.

• The Journal of Korean Association of Computer Education
• /
• v.12 no.3
• /
• pp.41-51
• /
• 2009

In this thesis, we suggested an e-learning model, which is named 'goal driven personalized e-learning system' to improve educational effects, and implemented it. The system makes the learner choose the learning goal which could be a motivational power for learning, so it enabled self-directed learning. In order to implement the system, we proposed new standards related to personalization by modifying SCORM 2004 standard. New standards stand for the statistics on learning objects usage, a goal for driving learning. and information of the contents model and the sequencing information model, which are parts of the system previously suggested. We implemented the system, and then proved that personalize e-learning is possible by showing that the system could offer a learning path individually to learners who have different characteristics.

• Journal of Korean Academy of Nursing
• /
• v.40 no.2
• /
• pp.182-190
• /
• 2010

Purpose: This study was done to identify self-directed learning readiness, achievement goal orientations, learning satisfaction and learning achievement, and to evaluate the factors affecting learning achievement for nursing students using a web-based Health Assessment e-Book. Methods: The research design was a cross-sectional study with a structured questionnaire and data were collected before using the web-based Health Assessment e-Book and 1 week after finishing. The participants were 80 nursing students who were taking the Health Assessment class from March to June 2009. Results: Mean score for subjective learning achievement was 31.26 and for objective learning achievement, 69.25. Subjective and objective learning achievement were positively correlated with self-directed learning readiness, mastery goal, attitude toward distance education, and learning satisfaction. In subjective learning achievement, learning satisfaction and mastery goal were significant predictive factors and explained 64% of the variance. Objective learning achievement was significantly predicted by learning satisfaction and self-directed learning readiness, which explained 24% of the variance. Conclusion: Learning satisfaction, mastery goal and self-directed learning readiness were found to be very important factors associated with learning achievement for nursing students using a web-based Health Assessment e-Book. To provide high quality and effective web-based courses and to improve nursing students' learning achievement and learning satisfaction, educators should consider the learner's characteristics from the initial stages of lecture planning.

• The Journal of the Korea Contents Association
• /
• v.17 no.7
• /
• pp.416-424
• /
• 2017

The purpose of this study is to analyze the effects of learning motivation on interaction in online collaborative learning. The study subjects are 79 university students who take courses in teaching. Learning motivations measured the intrinsic goal orientation, extrinsic goal orientation, tasks value, control of learning beliefs, test anxiety, self-efficacy, goal orientation by MSLQ. Next, the level of interaction was measured by online collaborative tasks. The group for online cooperation tasks consisted of four to five people and random assignment. The level of interaction was used frequency and score that quantitative Value assess. The collected data were analysed using multiple regression analysis(stepwise). As a result, self-efficacy and extrinsic goal orientation, tasks value, mastery goal orientation were positive effect on frequency and score. next, test anxiety and performance avoid goal orientation were negative effect on frequency and score.

• The Journal of Korean Association of Computer Education
• /
• v.15 no.4
• /
• pp.61-77
• /
• 2012

The purpose of this study was to examine the structural relationship among task value, self-efficacy, classroom goal structure, and academic emotions(enjoyment, fear, boredom) for promoting self-regulated learning in e-learning course. The results showed that task value, self-efficacy, class goal structure influenced academic emotions and self-regulated learning, and enjoyment had mediation effects among exogenous variables and self-regulated learning. The findings offer implications of facilitating self-regulated learning while considering academic emotions.

• 제어로봇시스템학회:학술대회논문집
• /
• 1996.10b
• /
• pp.944-947
• /
• 1996

Realization of autonomous agents that organize their own internal structure in order to behave adequately with respect to their goals and the world is the ultimate goal of AI and Robotics. Reinforcement learning gas recently been receiving increased attention as a method for robot learning with little or no a priori knowledge and higher capability of reactive and adaptive behaviors. In this paper, we present a method of reinforcement learning by which a multi robots learn to move to goal. The results of computer simulations are given.