• Asia Marketing Journal
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• 제13권3호
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• pp.1-23
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• 2011

기존 연구들은 시장지향성, 학습지향성, 마케팅역량이 기업성과에 미치는 영향을 발견하였는데 이러한 독립변수들의 효과는 개별적으로 연구되었다. 본 연구는 기업성과에 영향을 미치는 이러한 개념들의 효과를 통합적으로 살펴보았다. 즉 기업의 문화적 가치로서의 학습지향성과 시장지향성이 마케팅역량(마케팅전략계획 수립역량 및 실행역량)을 통하여 기업성과에 영향을 미치는 과정을 탐구하였다. 구체적으로 기존연구문헌의 이론적 근거에 기반하여 학습지향성이 시장지향성, 마케팅전략계획 수립 및 실행역량을 통하여 기업성과에 영향을 미치며 시장지향성이 마케팅 전략계획 수립역량을 통하여 기업성과에 영향을 미친다는 점을 개념화하고 이에 대한 가설들을 도출하였다. 그리고 한국 기업들의 146명 관리자를 대상으로 수집한 서베이 데이터를 활용하여 실증적으로 분석한 결과 우리의 개념적 모델은 대부분 지지되었다. 학습지향성과 시장지향성이 각각 마케팅역량에 영향을 미쳐 기업성과를 변화시킨다는 점과 학습지향성이 시장지향성을 발전시킨다는 점이 주요 발견사항이다. 또한 이러한 결과가 갖는 이론적·관리적 시사점, 본 연구가 갖는 한계점과 향후 연구 방향을 논의하였다.

• 한국HCI학회:학술대회논문집
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• 한국HCI학회 2008년도 학술대회 2부
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• pp.78-84
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• 2008

The traditional intelligent teachable system has mainly focused on knowledge and cognition. It has overlooked motivational aspects of learners. Motivation is an important factor in learning making learners to have interests in a given task and persist it. Although the systems include cognitive as well as motivational factors, the effects of ITS on interest are not equivalent depending on individual characteristics. This study is to investigate how influence learners' response patterns to their interests and also examined effects of individual characteristics on interest in teachable agent (TA). In this experiment, we used KORI which is a new type of ITS that learner teach computer agent based on the instructional method of learning by teaching'. In the beginning of experiments, metacognition, achievement goal orientation and self-efficacy were measured as individual characteristics. Then, participants were asked to use KORI at home during 10 days. After using KORI the level of interest were measured. The result showed that metacognition was positively related with interest, whereas performance goal orientation and mastery goal orientation were negatively related to interest. It suggests t hat different individual characteristics should be considered to promote learners' intrinsic motivation in TA.

• International Journal of Computer Science & Network Security
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• 제21권11호
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• pp.23-30
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• 2021

Sentiment Analysis has become very important field of research because posting of reviews is becoming a trend. Supervised, unsupervised and semi supervised machine learning methods done lot of work to mine this data. Feature engineering is complex and technical part of machine learning. Deep learning is a new trend, where this laborious work can be done automatically. Many researchers have done many works on Deep learning Convolutional Neural Network (CNN) and Long Shor Term Memory (LSTM) Neural Network. These requires high processing speed and memory. Here author suggested two models simple & bidirectional deep leaning, which can work on text data with normal processing speed. At end both models are compared and found bidirectional model is best, because simple model achieve 50% accuracy and bidirectional deep learning model achieve 99% accuracy on trained data while 78% accuracy on test data. But this is based on 10-epochs and 40-batch size. This accuracy can also be increased by making different attempts on epochs and batch size.

• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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• pp.167-178
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• 2006

The purpose of this study was to explore characteristics of sixth grade students' opistemological beliefs in science and the relationship to learner's characteristics: learning motivation, learning strategies, and logical thinking. The subjects were 265 sixth graders and data was collected through two types of questionnaires, translated and modified by researchers: opistemological beliefs regarding science, learning motivation & strategies. The results of this study were as follows. The students believed that the goals of science were related to activations such as 'Science is experiment', or 'Science is invention: These beliefs were connected with the emphasis of science classes or the focus of the science curriculum. However, the students' beliefs related to the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge were oriented to modern opistemological views. Moreover, the beliefs were meaningfully related to students' characteristics: learning motivation, learning strategies, and logical thinking. Among the students' characteristics, logical thinking was especially related to all of the factors of students' beliefs: the changeability of science knowledge, the source of science knowledge, and the role of experiments in developing knowledge. However, the students who believed that scientific knowledge came from scientists, science teachers, or science textbooks had high levels of self-efficacy. Therefore, the belief that scientific knowledge is formed by self-discovery, in order to generate high self-efficacy, needs to be encouraged. From the results, it is possible to check the orientation of current science education based on the students' opistemological beliefs. In addition, the resources can be accumulated for persevering in our efforts to achieve a positive orientation for science education.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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• pp.91-101
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• 2009

The mathematics curriculum reform has been carried out for almost five years (2004-2008) in the mainland China. But the teaching and learning in mathematics classrooms still are traditional in nature. Analyzing from the cultural angle, some reasons can be found: the orientation of teachers' role, teaching, and learning, the relationships between a teacher and the students, understanding the mathematics, and examination.

• 통상정보연구
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• 제12권3호
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• pp.311-332
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• 2010

This study investigate the effects of environmental and organizational characteristics on e-business competence and the influence of e-business competence on export performance in the small and medium sized firms. The development of the research model is based on the literature of e-business and the empirical studies of information technology competence. The data from the survey was analyzed using Partial Least Squares(PLS). The results from the empirical model suggest that e-business competence is affected by environmental uncertainty and market diversity as well as top management support and learning orientation. And, export performance is enhanced by e-business competence.

• 중소기업연구
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• 제31권2호
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• pp.19-37
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• 2009

본 연구의 목적은 인적자원의 혁신성과 학습지향성이 혁신효과 및 사업성과에 미치는 영향관계를 연구함에 있어 중소기업과 대기업의 차이를 알아보는 것이었다. 다양한 업종의 실무자 479명으로부터 수집한 설문자료를 t-검정, 회귀분석 등을 이용하여 분석하였다. 연구결과에서 대기업은 중소기업에 비해 인적자원의 혁신성, 학습지향성, 혁신효과, 사업성과 면에서 더 높은 수준을 보였다. 혁신효과를 종속변인으로 한 회귀분석 결과에서 인적자원의 혁신성, 학습지향성, 인적자원의 혁신성-학습지향성의 상호 작용 변인이 혁신효과에 영향을 미치는 것으로 나타났고, 기업규모의 조절효과도 확인되어 중소기업의 경우 대기업에 비해 인적자원의 혁신성이 혁신효과에 미치는 영향이 더 크고, 대기업의 경우 중소기업에 비해 학습지향성이 혁신효과에 미치는 영향이 더 크다는 사실을 알 수 있었다. 사업성과를 종속변인으로 한 회귀 분석 결과에서는 학습지향성, 혁신효과, 인적자원의 혁신성-학습지향성의 상호작용 변인이 유의한 영향을 미치는 것으로 나타났으며, 기업규모의 조절효과가 확인되었다. 연구결과를 토대로 기업을 위한 시사점이 제시되었는데, 중소기업과 대기업 모두 혁신효과와 사업성과를 끌어올리기 위해 인적자원의 혁신성과 학습 지향적 문화의 확산에 고루 투자함으로서 성공적인 혁신 상품과 서비스 개발을 이루고, 궁극적으로 사업성과의 향상에 기여할 수 있을 것이다.

• 아동학회지
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• 제24권2호
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• pp.79-92
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• 2003

Data were collected from teacher reports and from 529 1st to 6th grade students through questionnaires. Bullying was higher among boys than girls. Victimization was higher in 2nd, 3rd, 4th and 6th grade boys than girls. Acting out was highest in 2nd graders and lowest in 3rd graders. Shy-anxiousness was highest in 4th and 6th graders and lowest in 1st and 3rd graders. Learning problems were lowest among 3rd graders. Competencies were higher in 1st and 2nd grades. Boys had more problem behaviors; girls showed better competencies. Bullying was positively related to acting out, and negatively related to frustration tolerance and task orientation. Victimization was positively related to shy-anxiousness and learning problems, and negatively related to frustration tolerance, assertive social skills and task orientation.

• 대한공업교육학회지
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• 제30권1호
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• pp.19-36
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• 2005

The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning 4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.

• 대한화학회지
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• 제66권6호
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• pp.472-492
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• 2022

본 연구는 온-오프라인 혼합 학습환경에서 중등과학교사의 학습환경 특이적인 PCK 요소 및 하위요소 탐색을 목적으로 하였다. 중등과학교사 12명을 대상으로 설문, 개별 면담, 수업 관찰 자료를 수집하여 PCK 이론적 틀을 기반으로 연역적으로 분석하고 다시 귀납적 분석을 통해 그 범주를 정교화하였다. 온-오프라인 혼합 학습환경에서 본 연구 교사들의 PCK는 요소별로 학습환경 특이성이 다르고 학습환경 특이성에 따라 PCK 요소별 하위요소가 다른 것으로 나타났다. 온라인 학습환경 특이적인 과학 교수 지향으로 '과학 개념 학습' 목표 지향과 '강의식 수업'의 과학 교수-학습 지향이 있었다. 온-오프라인 혼합 학습환경 특이적인 교육과정에 관한 지식에는 '교육과정 재구성'이 있었으며, 온라인 학습환경 특이적인 교육과정에 관한 지식에는 '학습 목표 선정', '교육과정 자료'가 있었다. 온라인 학습환경 특이적인 과학 교수전략에 관한 지식에는 '과학 주제 특이적 전략', '과학 교과 특이적 전략', '상호작용 전략'이 있었다. 코로나 19 이후 오프라인 학습환경 특이적인 과학 교수전략에 관한 지식에는 '과학 주제 특이적 전략', '상호작용 전략'이 있었다. 온라인 학습환경 특이적인 학생의 과학 학습에 관한 지식에는 '학습을 위한 선지식', '학습 어려움', '학습 동기 및 흥미', '학습 다양성'이 있었으며, 코로나 19 이후 오프라인 학습환경 특이적인 학생의 과학 학습에 관한 지식에는 '학습 어려움'만 있었다. 과학 학습 평가에 관한 지식은 온-오프라인 혼합 학습환경 특이적인 지식과 온라인 학습환경 특이적인 지식이 있었으며, 각각 '평가 내용'과 '평가 방법'이 있었다.