• 동아시아경상학회지
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• 제5권4호
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• pp.20-38
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• 2017

Purpose - this study analyzes the impact of restaurant startup education on transfer effects in learning and entrepreneurial intentions based on previous research. Also, problems and ways to provide effective business startup education for a restaurant founder will be proposed based on the result. Research design, data, methodolog - this study collected surveys by conducting direct investigation. From July 20th of 2016 to September 20th of 2016 (approximately 60 days), the survey was collected. Out of 540 surveys, 520 were collected. And excepting 9 surveys which were untrustworthily conducted, total 511 surveys were used for the analysis. Results - First, as a result of the impact of which factor of a restaurant founder's startup education has a positive impact on transfer effect in learning (the satisfaction of startup education and learning transfer), law education, entrepreneurship education and business district analysis education and practical education have turned out be positively related variables. Secondly, as a result of the impact of a restaurant founder's startup education satisfaction on transfer in learning, it has been identified that startup education has a positive impact. Lastly, by conducting an analysis to find out which factor from a restaurant founder's transfer effect in learning has an impact on entrepreneurial intention, all variables, including startup education satisfaction and transfer effect in learning, are positively influencing factors. Conclusions - as startup education satisfaction of a restaurant founder is increasing, there is a higher level of transfer effect in learning. Moreover, as transfer effect of startup business is getting higher, it has an impact on entrepreneurial intention.

• 공학교육연구
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• 제16권2호
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• pp.11-23
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• 2013

The main purpose of this study was to examine the mediating effect of participation motivation of continuing professional development between the level of organizational learning transfer climate and learning transfer. In the analysis of the relationship among the level of the organizational learning transfer climate, learning transfer and participation motivation of CPD, organizational learning transfer climate had indirect influence on learning transfer through participation motivation of CPD. Based upon the findings of this study, several suggestions were made to improve professional engineers' participation and learning transfer in CPD and implement future research on professional engineer's CPD.

• Educational Technology International
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• 제16권2호
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• pp.183-200
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• 2015

This study investigated the effect of learning achievements and cognitive load according to different types of presenting learning materials and epistemological beliefs (EB). Learning achievements in this study were composed by retention and transfer of ill-structured problem. A total of 80 college students participated in the study. Prior to the learning, students were guided to fill out a questionnaire regarding epistemological beliefs and a prior knowledge test. The students of each group studied with a different type of reading material: full text (FT), full text including key questions (KeyFT) and full text including a concept map (CmFT). After a session of study was finished, they were asked to complete the posttest: retention and transfer. The results showed that there was a significant difference in transfer achievements. CmFT outperformed higher scores than the other types. There was no significant difference in retention among the groups. It is strongly believed that the types of presenting learning materials may have affected the understanding of ill-structured problem solving skills. Students with sophisticated EB showed higher achievements on retention and transfer than naive-EB and mixed-EB. Even though the data showed decrease of the cognitive load on the type of materials and EB, there were no significant differences on the cognitive load. We should consider a positive effect of types of presenting learning materials and EB enhancing capabilities of solving ill-structured problems in real life.

• 농촌지도와개발
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• 제23권3호
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• pp.233-242
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• 2016

This study aimed to analyze educational satisfaction and the relationship between learning transfer and learning persistence shown after actual education targeting students who participated in the agricultural education and training. Conclusions based on the study results can be suggested as follows. First, of the factors related to learning persistence, satisfaction of educational contents turned out to be a statistically significant factor with a positive effect in the agricultural education and training. Students participating in the agricultural education and training have a conspicuous object to learn for improving ability which is necessary for and applicable to agriculture. Second, of the three factors related to learning transfer in the agricultural education and training, satisfaction of educational contents, educational facilities and satisfaction of environment turned out to have a positive effect. Third, results show that satisfaction of instructors does not affect both learning persistence and learning transfer. Lastly, in case of education and training for field practice, this study is suggesting the necessity of research by accessing in a concrete and detailed manner such as learning contents, instructors, educational facilities and satisfaction of environment from the comprehensive concept of educational satisfaction in the directivity of study related to satisfaction.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제18권1호
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• pp.31-44
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• 2015

본 연구는 수학 교과에서 학습한 지식을 과학적 개념을 학습하는데 직접 적용해보는 전이학습프로그램의 효과를 확인하는데 있다. 구체적으로 수학 교과에서 학습한 비율 개념이 과학 교과의 속력 개념과 어떻게 관련이 있는지를 학생들 스스로 탐구해보는 전이학습프로그램을 개발 적용하고, 그것이 학생들의 비율 개념 이해와 수학적 태도에 어떤 영향을 미치는 지를 확인하는 것을 목적으로 한다. 연구 결과는 다음과 같다. 첫째, 전이 학습은 학생들의 비율 개념 이해를 향상시키는데 통계적으로 또한 실제적으로 효과가 있었다. 더욱이 '고정된 비' 수준에 머물러 있던 35명의 학생 중, 17명의 학생이 '내면화된 비' 수준으로 이동하였다. 둘째, 학생들의 수학학습 태도를 긍정적으로 변화시키는데 효과가 있었다. 따라서 전이 학습 프로그램은 학생들의 비율개념이해 수준을 높이고 긍정적인 수학학습 태도를 형성하는데 효과적인 학습 방법이다. 본 연구는 전이에 성공할 수 있는 인지적 조건을 찾는데 주안점을 두기보다는 전이를 직접 경험할 수 있는 학습 프로그램을 구안하고 그것의 효과를 검증했다는 점에서 그 의의를 찾을 수 있다.

• 경영과정보연구
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• 제37권3호
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• pp.1-25
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• 2018

본 연구는 이러닝 학습 경험이 있는 국내외 기업 종업원 390명을 대상으로 지각된 유용성, 사용용이성, 자기효능감 및 업무환경이 학습전이에 미치는 영향을 실증 분석하였다. 또한 각 요인의 학습전이에 대한 직접효과와 더불어 자기효능감과 업무환경의 매개효과를 분석하였다. 분석결과 이러닝 학습자의 지각된 유용성과 사용용이성은 자기효능감에 유의미한 정(＋)의 영향을 보였으며, 상사 및 동료 지원과 조직 분위기에도 유의미한 정(＋)의 영향을 갖는 것으로 분석되었다. 자기효능감은 학습전이에 유의미한 정(＋)의 영향을 보였으며, 상사 및 동료 지원과 조직 분위기도 학습전이에 유의미한 정(＋)의 영향을 갖는 것으로 나타났다. 지각된 유용성 또한 학습전이에 유의미한 영향을 갖는 것으로 분석되었다. 하지만 지각된 사용용이성은 학습전이에 유의미한 영향을 미치지 않았다. 매개효과 분석결과 자기효능감과 업무환경은 각각 지각된 유용성, 지각된 사용용이성과 학습전이에 대해 모두 매개효과를 갖는 것으로 분석되었다. 본 연구에서 제시한 시사점은 첫째, 기업교육에서 보편화된 이러닝에 대해 기술수용 단계를 벗어나 수용 후 실질적인 학습전이 효과에 대한 영향요인을 반영한 새로운 연구 모형을 제시하였다. 기술수용모델에서 외부 특성요인에 대한 매개변수로 사용되는 지각된 유용성과 지각된 사용 용이성을 독립변수로, 외부 특성요인으로 연구되었던 자기효능감과 조직 환경을 매개변수로 사용한 연구모형을 도출하였다. 둘째, 기술수용과 학습전이에 관한 연구는 단일국가를 대상으로 한 연구들이 대부분이다. 26개 국가의 표본을 대상으로 다양한 샘플을 사용하여 연구 모형을 검증함으로써 신뢰성을 높였다. 셋째, 기존의 연구에서 지각된 유용성과, 사용용이성을 수용의향 및 학습전이의 주요 결정요인으로 고려하였다. 본 연구는 수용된 정보기술에 대해 학습자 및 환경 요인의 매개효과를 탐색하여 지각된 유용성, 사용용이성의 학습전이에 대한 경로를 강화하고 보완하였다. 본 연구에서 활용된 다양한 국가의 표본 분석을 기반으로 향후 국제비교연구도 가능할 것으로 기대된다.

• 공학교육연구
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• 제27권1호
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• pp.32-40
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• 2024

This study attempted to develop an efficient management plan that allows both workers and organizations to coexist by analyzing the factors that influence the level of organizational immersion of engineering students. Analysis methods included frequency analysis, t-test, pearson correlation analysis, and hierarchical analysis. Firstly, self-esteem and transfer of learning were influential factors on organizational commitment. Second, self-esteem and transfer of learning were influencing factors of self-efficacy. Third, self-efficacy was an influential factor in organizational commitment. Fourth, self-efficacy appeared as a mediating effect on self-esteem and organizational immersion in learning transfer. Therefore, it is necessary to look for various factors that can increase self-efficacy, and to find opportunities for students to be highly immersed in the organization while studying at the same time.

• 공학교육연구
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• 제27권3호
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• pp.26-33
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• 2024

This study aimed to verify the learning effectiveness of students who took courses in the field of new and renewable energy, which have been operated within a convergence university system. To achieve this, data were collected from 1,228 students who participated in 34 courses jointly developed and conducted by seven universities as part of standard curriculum offerings. The study analyzed learning effectiveness (course satisfaction, transfer motivation, learning transfer, creativity-convergence competency) using Excel 2018 and SPSS 25.0. It also examined inter-university differences in learning effectiveness and identified factors influencing creativity-convergence competency. The main findings are as follows: (a) Course satisfaction (M= 4.20), transfer motivation (M=3.62), learning transfer (M= 4.06), and creativity-convergence competency (M=3.92) were generally high. (b) Analysis of learning effectiveness differences between universities showed no significant differences among universities A, B, C, D, and E. University F was lower compared to other universities, while University G was significantly higher than others. (c) Sex, grade, number of courses taken, course satisfaction, transfer motivation, and learning transfer had effect on creativity-convergence competency. The results of this study provided implications for promoting activities to attract students, expanding transfer opportunities, and ensuring student agency.

• 디지털융복합연구
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• 제20권5호
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• pp.897-908
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• 2022

본 연구의 목적은 개인의 학습 자기효능과 기업의 혁신적 지식전달과 같은 학습전이풍토가 디자이너의 특성을 고려한 디자인 역량강화교육과 개인성과와의 관계에서 매개역할을 할 것이라는 가설을 증명하는 것에 있다. 이는 단순히 교육의 만족도를 조사하는 기존의 연구와는 달리 디자이너의 특성에 근거한 학습 자기효능감과 디자이너가 조직의 문화에 영향을 주는 학습전이 풍토에 대한 정량적 분석을 하여 디자인 교육훈련의 의미를 확장하는데 의의가 있다. 구체적으로 본 연구에서는 7개의 가설을 설정하였고, 그 결과 디자이너 대상 디자인 역량강화 교육과 학습 자기효능감, 기업의 학습전이풍토는 개인성과에 유의한 영향을 미치는 것으로 나타났다.

• Educational Technology International
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• 제9권1호
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• pp.79-96
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• 2008

The issue of connection between entities has a lengthy history in educational research, especially since it provides the necessary bridge between base and target in analogical transfer. Recently, the connection has been viewed through the application of technology to bridge between sequences in order to be cognitively useful. This study reports the effect of sequence type (AT vs. TA) and connection type (fading vs. popping) on the achievement and analogical transfer in a multimedia application. In the current research, 10th -grade and 11th -grade biology students in Korea were randomly assigned to five groups to test the effects of presentation sequence and entity connection type on analogical transfer. Consistent with previous studies, sequence type has a significant effect: analogical transfer performance was better when base representations were presented first followed by target representations rather than the reverse order. This is probably because presenting a familiar base first helps in understanding a less familiar target. However, no fully significant differences were found with the entity connection types (fading vs. popping) in analogical transfer. According to the Markman and Gentner's (2005) spatial model, analogy in a space is influenced only by the differences between concepts, not by distance in space. Thus connection types fail on the basis of this spatial model in analogical transfer test. The findings and their implications for sequence and connection research and practice are discussed. Leveraging on the analogical learning process, specific implications for scaffolding learning processes and the development of adaptive expertise are drawn.