• 의학교육논단
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• 제22권2호
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• pp.67-76
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• 2020

The structures and processes of medical education have changed little since the publication of Flexner's report, which stressed the scientific orientation of medical education and the curricular structure of 2 years of formal knowledge education and 2 years of clinical experience. However, the previous perspectives on medical education are facing challenges, and these call for new pedagogy and theories on which to base medical education practice. Considering that social dimensions of learning have been emphasized in practice, perspectives that integrate these aspects are needed. Among the various learning theories, social cognitive theory refers to the theoretical framework which contends that learning occurs within interactions with others and environments. From a social cognitive standpoint, learning through observation is a critical component in human functioning. Indeed, observational learning has particular significance in medical education in that it provides the context for which the importance and meaning of role models can be understood. In addition, as theoretical constructs such as self-efficacy and outcome expectations allow us to establish an effective learning environment, exploring the concepts of the theory could be beneficial to medical education practice. In this context, the present review article aims to provide a glimpse of the fundamental assumptions and theoretical concepts of social cognitive theory and discusses the implications the theory has on teaching and learning. Further, a review of previous studies could help explain how the theory has informed medical education practice. Finally, the author will conclude with the implications and limitations of applying social cognitive theory in medical education.

• 시큐리티연구
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• 제39호
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• pp.217-239
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• 2014

이 연구의 목적은 사회유대이론, 일반긴장이론, 사회학습이론에서 제안된 변인들을 사용하여 청소년 지위비행의 원인을 밝히는 데 있다. 이를 위해 한국청소년정책연구원에서 조사한 아동 청소년패널 3차년도 중3학년 2,337명의 표본자료를 사용하였다. 세 가지 이론에서 추출된 각 각의 독립변인들이 단독으로 청소년 지위비행을 어느 정도 설명하는지를 살펴 본 다중회귀분석에서 사회학습이론의 두 가지 변인들의 설명력이 가장 높았으며, 그 다음으로 사회유대이론이고 일반긴장이론의 변인들은 청소년 지위비행을 거의 설명하지 못하는 것으로 나타났다. 특히 회귀방정식에서 투입된 사회학습이론의 변인들은 일반긴장 이론과 사회유대이론에서 추출된 독립변인의 수보다 3.5배-5.5배 부족함에도 불구하고 설명력은 가장 뛰어난 것으로 나타났다. 분석에 사용된 이론들은 청소년 비행 및 범죄의 원인을 잘 설명하는 이론으로 알려져 있지만, 이전 까지는 각 이론들이 단독으로 그 영향력을 파악하는 수준에 그쳤다. 그러나 이론의 상대적 영향력을 파악하기 위해서는 각 이론들을 동시에 적용하여 경험적으로 검증할 필요가 있는데, 본 연구는 이런 필요성에 부합한 연구를 수행했다는 점에서 중요한 의미를 가진다.

• Educational Technology International
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• 제6권2호
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• pp.59-67
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• 2005

The primary purposes of this study are to develop a Situated Learning Support System based on an MMORPG (Massively Multiplayer Online Role Playing Game) and to investigate applications of Situated Learning theory both hypothetically and practically. In Situated Leaning theory, cognition is interpreted as a dynamic system related to situation, context and activity. According to this theory, learning context, social interaction and personal direct experience are also emphasized. A virtual reality learning system based on an MMORPG provides context, social interaction and a learning environment able to provide direct experiences. However, such a system has been difficult for teachers to develop. This study aims to develop a support system facilitating the construction of a Situated Learning System based on an MMORPG. This study proposes new research and practical applications of Situated Learning theory using educational games.

• 시큐리티연구
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• 제44호
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• pp.225-250
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• 2015

우리 사회에서 청소년비행을 가장 잘 설명한다고 평가받는 몇 가지 비행이론을 사용하여 한국청소년비행의 원인을 규명하려는 시도가 다방면으로 이루어져 왔다. 이런 노력의 일환으로 이 연구는 사회유대이론, 사회학습이론, 일반긴장이론, 자기통제이론을 사용하여 청소년비행의 원인을 통합적으로 밝히는 것이 그 주된 목적이었다. 특히 위의 4가지 이론 중에서 어떤 이론이 청소년비행을 가장 잘 설명하는지를 살펴보았으며, 4가지 이론에서 추출된 많은 독립변수들 중에서 어떤 요인이 14가지 청소년비행의 원인을 통계적으로 가장 유의미하게 잘 설명하는지를 파악하는 데 주력하였다. 연구결과, 사회학습이론의 설명력이 가장 높았으며, 그 다음으로 사회유대변인들 > 일반긴장이론 > 자기통제이론 순으로 나타났다. 특히 사회학습이론에서 추출된 친구와의 차별적 접촉과 정의변인은 다른 이론의 변인에 비해 가장 많은 청소년비행 변량을 설명함에 따라 사회학습이론이 가장 효율적으로 청소년비행을 잘 설명하는 것으로 드러났다. 본 연구는 청소년비행을 잘 설명하는 것으로 알려져 있는 4가지 비행이론에서 추출된 독립변인들을 바탕으로 청소년비행의 원인을 가장 잘 설명하는 변인들이 무엇인지를 파악했다는 점에서 중요한 의미를 지닌다.

• Asia pacific journal of information systems
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• 제32권1호
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• pp.168-190
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• 2022

This review aims to synthesize social network theories by drawing on the importance of social network perspectives in understanding knowledge management with technology in organizations. I provide an overview of prior social network research with the following core ideas: the primacy of relations between organizational actors, the utility of actors' embeddedness in social fields, the social utility of network connections, and the structural patterning of social life. On top of that, I summarize critical social perspectives (the social capital theory, the structural hole theory, the embeddedness perspective, the social exchange theory, the organizational learning theory, and the innovation diffusion theory) to suggest potential research questions for future studies in social network research in the knowledge management discipline.

• Educational Technology International
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• 제13권1호
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• pp.1-25
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• 2012

Despite the relatively short history of Social Network Sites or Services (SNS), it has quickly gained popularity with more than seven hundred million users all over the globe. The SNS emerged as one of the strongest cultural influences for the contemporary society. The SNS would provide both chances and challenges for Education. The main purpose of the article was to explore the way education react and adapt to the emergence of social network and SNS. It tried to provide major theoretical grounds that bridge education and social network. In the due process, the researchers have examined the curriculum and instructional design process of education from the perspective of disruptive and sustainable aspect of SNS technology. Consequently, four major theoretical grounds were identified and reviewed: Gibson's theory of affordance, Vygotsky's social constructivism, Rha's human visual intelligence theory, and the network theory. By investigating these theories, the educational potentials of social network and SNS were emerged. The SNS was viewed as a new medium with abundant potentials of expanding the learning space, empowering the affective aspects of learning, and facilitating the formation of group intelligence. Finally, some future implications and challenges of SNS were suggested.

• 지식경영연구
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• 제21권2호
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• pp.159-176
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• 2020

According to the social learning theory, leader' organizational citizenship behavior (OCB) is a predisposing factor for follower' OCB, because they acknowledge and imitate leader as a desirable example of behaviors for organizational and individual success. We investigate social learning effect of leader OCB on follower OCB and examine the moderating role of political skill in the mediated relationship between leaders OCB and follower OCB (with followers' affective organizational commitment as the mediator). We find that follower's affective organizational commitment may mediate the relationship between leader OCB and follower OCB. Furthermore, we find that follower with high political skill may focus on the instrumental value of OCB. Political skill moderates the relationship between follower' affective organizational commitment and follower OCB. Data from 325 leader-follower dyads support the hypothesis. Theoretical and practical implications of these findings are also discussed.

• Psychiatry investigation
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• 제15권12호
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• pp.1144-1153
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• 2018

Objective One of the areas of social cognition is Theory of Mind (ToM) is defined as the capacity to interpret, infer and explain mental states underlying the behavior of others. When social cognition studies on neurodevelopmental disorders are examined, it can be seen that this skill has not been studied sufficiently in children with Specific Learning Disorder (SLD). Methods In this study, social cognition skills in children diagnosed with attention deficit hyperactivity disorder (ADHD), SLD or Autism Spectrum Disorder (ASD) evaluated before puberty and compared with controls. To evaluate the ToM skills, the first and second-order false belief tasks, the Hinting Task, the Faux Pas Test and the Reading the Mind in the Eyes Task were used. Results We found that children with neurodevelopmental disorders as ADHD, ASD, and SLD had ToM deficits independent of intelligence and language development. There was a significant correlation between social cognition deficits and problems experienced in many areas such as social communication and interaction, attention, behavior, and learning. Conclusion Social cognition is an important area of impairment in SLD and there is a strong relationship between clinical symptoms and impaired functionality.

• Educational Technology International
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• 제8권2호
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• pp.21-52
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• 2007

Research related to Web-based learning (WBL) has grown exponentially in the last decade. Scholars have explored a variety of areas related to WBL, including techniques, strategies and best practices. One area of particular interest to scholars is the potential of WBL to support and facilitative collaborative learning. Despite the continued exploration, there continues to be a concern related to the theoretical foundations of WBL. The purpose of this article is to explore how different theories may be used to guide research and inform practice in online collaborative learning. We integrate the major points drawn from current research and theory from a variety of perspectives so as to gain a better understanding of how learning is enabled by asynchronous modes of online collaborative learning. We then use this understanding to identify opportunities and challenges for theory development and research in WBL.

• International Journal of Advanced Culture Technology
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• 제8권2호
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• pp.176-183
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• 2020

This study inquired about the convergence learning program for childhood based on Erikson's play theory and design education for children's behavior development. I analyzed the convergence learning programs of Summer Camps in the Pacific Science Center, Galileo Learning. The contents of the programs show the most used imaginary and symbolic contents that represent the real-world problems which are related design thinking process. The curriculums and structure of the programs are based on the design thinking method and K-12 theory. The visual thinking method and the applications are used for expressing their creativity and approaching the technical skills easily. The play concept theory is an affirmative way to strengthen the children's psychological and social development. Therefore, the convergence learning program should integrate the design thinking process and apply the play concept theory for supporting and developing the children's behavior.