• Journal of Korean language education
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• v.28 no.2
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• pp.155-184
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• 2017

As the media changes, communication patterns in modern society have been changed as well. This change in the media environment has also transformed the required literacy and it is time to accept this new literacy in Korean language education. At this point, this paper inspected the perception of media literacy classes of 73 teachers currently in the field of Korean language education. The results show that most teachers are aware of the media literacy which has changed socially, and show strong agreement that this changed literacy should be applied in the field of Korean language education. However, today's media literacy education is passive. Although teachers generally understand the dynamic features of newly emerging digital media, it remains as a tool in class. The teachers pointed out that device problems such as device environment and the spread of media are one of the many reasons for such passive usage. However, the more fundamental problem is that the new communication environment has not been reflected in the curriculum actively. Teachers thought that media literacy has a close relationship with Korean proficiency. Also, they saw that this kind of media literacy will be required for Korean learners in the future with more importance. Based on the results of the study, this paper argues that Korean language education needs to accept and reflect the changes of media in the curriculum.

• Journal of Distribution Science
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• v.19 no.12
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• pp.1-14
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• 2021

Purpose: For the last few decades, TQM has become a hot topic in the inner-disciplinary field in the production management line. Still, unfortunately, the study of TQM and Quality Output management is partially only attached to the tangible side in the production management line. Whereas theoretically, the implications of TQM require incremental improvement in all management lines (e.g., HRM, Marketing, Operations, and Distribution Management). Therefore, starting from the main problem, this study aims to analyze the effect of total quality management, Organizational Culture, Perceived Distribution of Quality Awareness, and quality output through a more in-depth analysis. Research design, data and methodology: We conducted a survey of 170 respondents from managers, staff, and employees from 48 companies in Indonesia. We used a quantitative approach with the SEM method to answer this study's problem formulation and hypotheses. Results: The results of our research stated that based on the demonstration of statistical test results, all hypotheses were positive and significant, both direct and indirect relationship demonstrations. Conclusions: Universally, the findings in this study illustrate that the supporting factor for creating value-added in TQM and Quality output lies in the optimal and positive organizational culture and Perceived Distribution Quality Awareness factors in the organization.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.1
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• pp.927-938
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• 2021

Small and Medium Enterprises (SMEs) is one of several activators that drives the economy of Indonesia because SMEs provide jobs, increase Gross Domestic Product (GDP), and assure the delivery of products and services. However, Indonesian SMEs are not very competitive in the industrial world, and one of the causes is the low quality of products that undermine customer satisfaction. There are several factors presumed as influencing customer satisfaction, which among others include product knowledge, service quality, and competitive advantage. The objective of this research is to reveal the contribution of product knowledge and service quality to customer satisfaction with competitive advantage as the mediation variable. This research used a quantitative approach. The causal relationship across variables was examined with Structural Equation Modeling-Partial Least Squares (SEM-PLS). The sample of this research involved 140 respondents. Data was collected through a questionnaire and the items in the questionnaire were processed with a software called SmartPLS version 3.3.2. Results of this research indicate (1) product knowledge and service quality can increase competitive advantage and customer satisfaction in East Java SMEs; (2) competitive advantage can act as a mediator in the effect of service quality on customer satisfaction (3) product knowledge can increase customer satisfaction but the increase is not significant statistically.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.2
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• pp.427-438
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• 2021

This study aims to identify variables, which have relationship to the information credibility toward brand trust. Other than that, this study also proposes a system dynamics approach method, where the time to achieve different credible information can be modeled efficiently and by using variable-oriented simulation methods. Data, which are used for testing, are derived from 400 questionnaires. Data for SEM are collected by using questionnaire and are processed using AMOS software to identify the result whether it is proper to determine the proper variables and the indicators, which will be processed in the simulation using Powersim. The result shows that, from six variables proposed, five are significant variables that support the information credibility. The value of information credibility has fluctuated in 10 years. The important aspect in business activity is a business strategy that incorporates marketing activities. Many companies are adopting green marketing practice to achieve a better business performance, so that information credibility factor is needed. Over the past few years, numerous industries in Indonesia have increased awareness toward green movement. Some companies apply the whole process of creating green products, while others only do so partially, but this is a good approach to green business development in Indonesia nonetheless.

• Korean Journal of Organic Agriculture
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• v.30 no.2
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• pp.171-189
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• 2022

This study analyzed the effect of purchase competence on purchasing performance when purchasing eco-friendly food ingredients from school nutrition teachers. To this end, 131 copies surveyed for school nutrition teachers in the survey area were used for analysis. As a result of the analysis, the verification of the difference between purchase competence and purchase performance according to the general characteristics of school nutrition teachers showed significant differences according to age. In addition, the general characteristics of nutrition teachers and the effect of purchase competence on purchasing performance had a positive (+) effect on purchasing performance by Attitude, Knowledge, and communication among purchase competence. In this respect, it is judged that it is necessary to form an organic relationship between the supplier of eco-friendly food ingredients and nutrition teachers in school meals.

• Educational Technology International
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• v.8 no.2
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• pp.53-71
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• 2007

This study identified the effectiveness of e-learning by comparing learning outcome in conventional face-to-face lecture with the selected e-learning methods. Two e-learning contents (animation based and video based) were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which is http://www.enaged.co.kr. Fifty-four Korean agricultural high school students were randomly assigned into three groups (face-to-face lecture, animation based e-learning, and video based e-learning group). The students of the e-learning group logged on the LMS in school computer lab and completed each e-learning. All students were required to take a pretest and posttest before and after learning under the direction of the subject teacher. A one-way analysis of covariance was administered to verify whether there was any difference between face-to-face lecture and e-learning in terms of students' learning outcomes after controlling the covariate variable, pretest score. According to the results, no differences between animation based and video based e-learning as well as between face-to-face learning and e-learning were identified. Findings suggest that the use of well designed e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities if e-learning was used appropriately in combination with conventional learning. Further research is also suggested, focusing on a preference of e-learning content type and its relationship with learning outcome.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.713-723
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• 2008

Science teaching-anxiety and science teaching-efficacy are influential factors in teachers' teaching practices and behaviors. In order to encourage elementary teachers to do better teaching practice, this study identified factors that have caused teachers' science teaching-anxiety, developed an instrument measuring science teaching-anxiety, and investigated the relationship between science teaching-anxiety and science teaching-efficacy. In addition, we attempted to suggest practical implications to enhance teachers' confidence in science teaching. The guiding research questions were 1) which factors affect science teaching-anxiety level of the preservice elementary teachers, and 2) how each factor of science teaching-anxiety is related to science teaching-efficacy. The subjects were 133 Korean preservice elementary teachers (57.1% were female) in a large city. The data sources included teachers' responses to three paper and pencil questionnaires: State-Trait Anxiety Inventory (STAI), Science Teaching-Anxiety Questionnaire (STAQ), and Science Teaching Efficacy Belief Instrument (STEBI-B). To clarify the science teaching-anxiety, we specified it into six factors: trait anxiety about nature of science and science teaching, state anxiety about instruction, science activities, student assessment, and professional responsibilities. The results indicated three significant aspects of science teaching anxiety and efficacy. First, their level of anxiety about professional responsibility and science teaching was relatively high among six factors. Second, there was a negative correlation between science teaching-anxiety and science teaching-efficacy. Third, trait anxiety about science teaching is the most influential factor for science teaching-efficacy while state anxiety about instruction and professional responsibilities were followed.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.826-839
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• 2013

The purpose of this study is to examine science education researchers' views on what and how much science educational theories would be needed for pre-service science teachers, and to investigate the relationship between their views and the Examination for Appointing Secondary School Science Teachers(EASST). For this study, the views of science education professors on science education theories have been analyzed in terms of their priorities for contributing to the improvement of science teacher competency and literacy. Their views have been compared with proportions of questions related to science education theories of the EASST in terms of what kinds of science education theories have been used for solving each item. As results of this study show, they have perceived that more essential things are needed for the improvement of science teacher competency and literacy including science inquiry process, methods of experimental equipments and tools, laboratory safety, misconception of students, discussion, writing, evaluation of scientific knowledges, and evaluation of scientific inquiry ability other than science philosophy, changes of science curricula, science curricula of foreign countries, Bruner's instructional theory, Karplus's Learning Cycle model, generative learning model, discovery learning model, and Klopfer's taxonomy of educational objectives. There is a higher proportion of questions related to science curriculum and Ausubel's learning theory in the EASST. They are hardly correlated with science education professors' selections of science educational theories for EASST questions. This study advocates the needs of exploring a new method of narrowing down the gap between science educators' opinions and questions of ESSAT in terms of science educaiton theories.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.355-362
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• 2018

This study aims to examine the relationship between physical education class activity of youth, smartphone dependence and school life adaptation. The data set of Korean Children and Youth Panel Survey(KCYPS) by National Youth Policy Institute was reanalyzed for this study. The subjects of this study were 2,351 second grade middle school students from 2011. The data were coded with the use of the statistics program on Windows, SPSS 23.0. To analyse the data, descriptive analysis, reliability analysis, one-way ANOVA and regression analysis were employed. The findings of this research are as follows. First, the difference between the activity hours of youth physical education classes and the reliance on smartphones is less dependent on smartphones as they participate enthusiastically in physical education classes. Second, the difference of physical education class activity time and school life adaptation among adolescents was more positive for school life adaptation as learning activity, peer relationship and teacher relationship were more active. third, the dependence of youth on smartphones has a positive effect on learning activities and school rules as the reliance on smartphones is low.

• Korean Journal of Child Education & Care
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• v.17 no.3
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• pp.65-82
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• 2017

The purpose of this study was to provide a better understanding of the relationship between teaching entry motivation and teaching competence by examining the role of self-encouragement as a mediator. Data were collected from 202 students at university(Dept. of Early Childhood Education) in Daejeon. The results were as follows. First, there was the significant differences in teaching competence level by self-encouragement and teaching entry motivation styles. Second, It was also found that students with intrinsic motivation conceived higher teaching competence than others. The more students self-encouraged, the higher teaching competence they conceived. Third, it was found that the self-encouragement partially mediated the relationship between intrinsic teaching entry motivation and teaching competence. Also, it was analyzed that the self-encouragement fully mediated the relationship between extrinsic teaching entry motivation and teaching competence. Finally, it is necessary to understand of the teaching entry motivation styles and of the importance of the self-encouragement.