• 보건행정학회지
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• 제17권1호
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• pp.50-74
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• 2007

The purpose of this study was to identify a determent of mastery approach goal and performance approach goal using a basic concept of goal orientations and goal setting theory, and to evaluate a preference of goal achievement index as a balance score card (BSC). The study model proposed had a adoptable level of goodness of fit index(.94) and root mean square residual(.08). The meditating variable, goal contribution, totally mediated the impact of goal commitment, Y-theory human behavior, and self-efficacy but organizational resource contribution for pursuing goal orientation. Moreover, goal contribution significantly determined mastery approach goal(p<.01) and performance approach goal(.05). In standardized effects, the most powerful antecedent of mastery approach goal and performance approach goal were in order of organizational resource contribution(.27/.28), goal contribution(.21/.17), self-efficacy(.07/.06), and Y -theory human behavior and goal commitment(.05/.05), respectively. Moreover, goal contribution had a more powerful impact on mastery approach goal(.21) rather than performance approach goal(.17). In the preference of BSC, all job types preferred learning and growth index in first. In the second preference, medical doctors and pharmacists chose financial results, nurses customer service, and office managers internal processes. Each job type reflected its' own preferred BSC index to that of the other job types. In comparing a preference of four BSC index of each own job type, it was statistically different at p<.001. In conclusion, one who emphasize organizational goal contribution in pursuing goal orientation has a more strong orientation toward mastery approach goal rather than performance approach goal. A hospital should overcome and harmonize the different preferences of four BSC index since the differences might cause organizational conflicts among job types with having each unique professional norm.

• 농촌지도와개발
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• 제22권2호
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• pp.233-243
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• 2015

This study is for understanding differences of satisfaction followed by learning and teaching presence perceived by learners and participation motivation on learning in a distance education. General characteristics of learner are classified as an entrance type, sex, age, new/transfer of distance university learners. Perceived presence is classified with learning presence and teaching presence. Participation motivation on learning is classified with the directivity of activity, goal, and study based on the reason of participating in classes in a distance university. And this research tried out to find the effects of learner's characteristics, perceived presence, and participation motivation on learning satisfaction. The results are as follows. First, there was no meaningful difference of general characteristic on satisfaction. It means sex, age, and entrance type did not have an effect on satisfaction. Second, with the level of presence perceived by learner, satisfaction has meaningful differences. It means that students who had higher learning presence perceived of distance university showed higher satisfaction, and so as in teaching presence perceived on satisfaction. Third, factors effecting satisfaction based on participation motivation on learning differ with types of motivation. There was no meaningful difference of the level of activity directivity study participant on satisfaction, but was a meaningful difference of goal directivity and of study directivity in participation motivation on learning satisfaction. It was the learning presence that had a significant effect on learning satisfaction of adult learning.

• 복식문화연구
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• 제30권4호
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• pp.594-607
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• 2022

This study is a follow-up paper on "Development of flipped learning class model for nail beauty education" published by Seol (2022). This model was conducted from March to June 2022 for 70 students taking the "Nail color design 1" course. After 15 weeks of class, a survey of the students' perceptions of flipped learning and their self-evaluation of goal achievement was conducted, which was composed of questionnaires using a 5-step Likert scale. 15 questions were designed to evaluate the students' satisfaction with their experience and class operations; 4 questions to evaluate whether the class goal had been reached through flipped learning; and 9 questions to evaluate the students' perceptions of flipped learning. As a result of applying this model to theoretical and practical nail beauty classes, it was confirmed that flipped learning helped students better understand the content and had a positive effect on learning, while the subject's educational goals were also achieved. By evaluating the students' perceptions of flipped learning, we may conclude that they experienced learning satisfaction and perceived the approach positively. Moreover, they have expressed a desire for additional flipped learning. This study is thus meaningful in confirming the procedure's effectiveness by applying the flipped classroom model to theoretical and practical subjects with a focus on the nail beauty field, and showing how it achieved students' positive perceptions and educational goals.

• 한국멀티미디어학회논문지
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• 제6권5호
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• pp.937-944
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• 2003

다중 에이전트 시스템에서 가장 중요한 문제는 여러 에이전트가 서로 효율적인 협동(coordination)을 통해서 목표(goal)를 성취하는 것과 다른 에이전트들과의 충돌(collision) 을 방지하는 것이다. 본 논문에서는 먹이 추적 문제의 목표를 효율적으로 성취하기 위해 새로운 전략 방법을 제안한다. 제안된 제어 전략은 다중 에이전트를 제어하기 위해 강화 학습을 이용하였고, 에이전트들 간의 거리관계와 공간 관계를 고려하였다.

• 대한산업공학회지
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• 제39권6호
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• pp.535-545
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• 2013

The goal of stock investment is earning high rate or return with stability. To accomplish this goal, using a portfolio that distributes stocks with high rate of return with less variability and a stock price prediction model with high accuracy is required. In this paper, three methods are suggested to require these conditions. First of all, in portfolio re-balance part, Max-Return and Min-Risk (MRMR) model is suggested to earn the largest rate of return with stability. Secondly, Entering/Leaving Rule (E/L) is suggested to upgrade portfolio when particular stock's rate of return is low. Finally, to use outstanding stock price prediction model, a model based on Semi-Supervised Learning (SSL) which was suggested in last research was applied. The suggested methods were validated and applied on stocks which are listed in KOSPI200 from January 2007 to August 2008.

• 비교문화연구
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• 제31권
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• pp.263-286
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• 2013

The goal of this study is to explore the possibility of applying the podcasting in Korean education for foreign students. To achieve this goal, concepts and applicability of the podcasting is discussed. Previous studies on foreign language education are reviewed and the cases on Korean language education based on technology using mobile phones are investigated. Some of the outstanding merits of the podcasting are found to be its accessibility, mobility and variability along with its room for control by the learners. It also enables the learners to be motivated and to enhance their learning ability. In addition, the podcasting with the content-based instruction is applied for the foreign students majoring in business and its results and implications are discussed. Based on the above results of this study, more active discussions are expected on such issues as educational designs through the podcasting, related variables and the performance evaluation.

• 사물인터넷융복합논문지
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• 제9권6호
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• pp.11-16
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• 2023

물체나 공간을 디지털화하는 기술인 3D 복원은 주로 포인트 클라우드 데이터를 활용한다. 본 논문은 강화학습을 활용하여 주어진 환경에서 포인트 클라우드의 획득을 목표로 한다. 이를 위해 시뮬레이션 환경은 유니티를 이용하여 구성하고, 강화학습은 유니티 패키지인 ML-Agents를 활용한다. 포인트 클라우드 획득 과정은 먼저 목표를 설정하고, 목표 주변을 순회할 수 있는 경로를 계산한다. 순회 경로는 일정 비율로 분할하여 각 스텝마다 보상한다. 이때 에이전트의 경로 이탈을 방지하기 위해 보상을 증가시킨다. 에이전트가 순회하는 동안 목표를 응시할 때마다 보상을 부여하여 각 순회 스텝에서 포인트 클라우드의 획득 시점을 학습하도록 한다. 실험결과, 순회 경로가 가변적이지만 상대적으로 정확한 포인트 클라우드를 획득할 수 있었다.

• 영재교육연구
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• 제21권3호
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• pp.611-630
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• 2011

본 연구는 영재들의 학업성취에 영향을 주는 심리적 요인인 자기결정성, 학습목표지향성, 자기효능감, 지능관 및 자기조절학습전략의 영향력을 조사하는데 목적이 있다. 또한 영재들 중 학업성취가 높은 학생과 낮은 학생들의 심리적 특성에 차이가 있는지도 살펴보았다. 한국교육종단연구 자료 중 중학교 2학년 영재학생 128명의 자료가 최종 분석되었다. 분석 결과 외적 조절동기는 학업성취에 부적영향을 주는 것으로 나타났고 확인된 조절동기, 숙달접근, 자기효능감, 정교화, 초인지 전략은 정적영향을 주는 것으로 나타났다. 단계적 중다 회귀분석을 통해 학업성취에 영향을 준 6개 하위요인들의 상대적 영향력을 비교하였는데 분석결과 영재들의 학업성취는 정교화에 의해 15.5% 가량이 설명되었고 확인된 조절동기에 의해 추가로 5% 정도 더 설명되었다. 독립표본 t 검정 분석결과 학업성취가 낮은 영재학생들은 자기결정성, 숙달접근성, 자기효능감, 정교화, 초인지, 공간관리, 교사도움에서 낮은 수준을 보였다. 따라서 성적이 낮은 중학교 영재들의 학업문제를 해결하기 위해서는 우선적으로 정교화 인지전략을 발달시킬 필요가 있다.

• 전자통신동향분석
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• 제34권4호
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• pp.55-64
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• 2019

In this study, we introduce trends in neural-network-based deep learning research applied to dialogue systems. Recently, end-to-end trainable goal-oriented dialogue systems using long short-term memory, sequence-to-sequence models, among others, have been studied to overcome the difficulties of domain adaptation and error recognition and recovery in traditional pipeline goal-oriented dialogue systems. In addition, some research has been conducted on applying reinforcement learning to end-to-end trainable goal-oriented dialogue systems to learn dialogue strategies that do not appear in training corpora. Recent neural network models for end-to-end trainable chit-chat systems have been improved using dialogue context as well as personal and topic information to produce a more natural human conversation. Unlike previous studies that have applied different approaches to goal-oriented dialogue systems and chit-chat systems respectively, recent studies have attempted to apply end-to-end trainable approaches based on deep neural networks in common to them. Acquiring dialogue corpora for training is now necessary. Therefore, future research will focus on easily and cheaply acquiring dialogue corpora and training with small annotated dialogue corpora and/or large raw dialogues.

• 한국과학교육학회지
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• 제17권4호
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• pp.415-423
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• 1997

The purposes of this study were to investigate the intercorrelations among various motivational patterns and learning strategies and to examine the differences in motivation and strategy usage in terms of students' science achievement level, gender, and grade. A questionnaire on achievement goal, self-efficacy, self-concept of ability, expectancy, value, causal attributions, and learning strategies was administered to 360 junior high/high school students (178 males, 182 females). Students who adopted performance-oriented goal tended not to be task oriented. Task-oriented students had high levels of self-efficacy, high self-concept of ability, and expectancies for future performance in science. They also valued science and attributed thier failures to the lack of effort. However, performance-oriented students evaluated their ability negatively, did not value science, and attributed thier failures to uncontrollable causes. With respect to learning strategy, task-oriented students tended to use deep-level strategy, whereas performance-oriented students tended to use surface-level strategy and not to use deep-level strategy. High-achieving students, boys, and junior high school students were more task-oriented, evaluated their ability more positively, and valued science more than low-achieving students, girls, and high school students, respectively. High-achieving students and boys also used deep-level strategy more than each of their counterparts. However, no significant difference in learning strategy was found between junior high school students and high school students. Educational implications of these findings are discussed.