• Soft Computing and Machine Intelligence
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• v.1 no.1
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• pp.1-10
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• 2021

Analysis and Tracking of bug reports is a challenging field in software repositories mining. It is one of the fundamental ways to explores a large amount of data acquired from defect tracking systems to discover patterns and valuable knowledge about the process of bug triaging. Furthermore, bug data is publically accessible and available of the following systems, such as Bugzilla and JIRA. Moreover, with robust machine learning (ML) techniques, it is quite possible to process and analyze a massive amount of data for extracting underlying patterns, knowledge, and insights. Therefore, it is an interesting area to propose innovative and robust solutions to analyze and track bug reports originating from different open source projects, including Mozilla and Eclipse. This research study presents an ML-based classification model to analyze and track bug defects for enhancing software engineering management (SEM) processes. In this work, Artificial Neural Network (ANN) and Naive Bayesian (NB) classifiers are implemented using open-source bug datasets, such as Mozilla and Eclipse. Furthermore, different evaluation measures are employed to analyze and evaluate the experimental results. Moreover, a comparative analysis is given to compare the experimental results of ANN with NB. The experimental results indicate that the ANN achieved high accuracy compared to the NB. The proposed research study will enhance SEM processes and contribute to the body of knowledge of the data mining field.

• International Journal of Computer Science & Network Security
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• v.21 no.11
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• pp.97-104
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• 2021

The authors provide characteristics of the open educational platforms, classification and quantitative analysis regarding the availability of IT courses, teaching language, thematic directions on the following platforms: Coursera, EdX, Udemy, MIT Open Course Ware, OpenLearn, Intuit, Prometheus, UoPeople, Open Learning Initiative, Open University of Maidan (OUM). The quantitative analysis results are structured and visualized by tables and diagrams. The authors propose to use open educational resources (teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows free use, adaptation, and distribution) for organization of independent work; for organization of distance or correspondence training; for professional development of teachers; for possibility and expediency of author's methods dissemination in the development of their own courses and promoting them on open platforms. Post-project activities are considered in comparing the courses content of one thematic direction, as well as studying the experience of their attending on different platforms.

• The Journal of Industrial Distribution & Business
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• v.13 no.8
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• pp.19-27
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• 2022

Purpose: CEOs develop policies through their effective decision-making while employees implement the policies so that a business realizes the expected returns. This research focuses on the importance of the CEO's sustainable leadership to distribute environmental education culture to improve employees' environmental performance. Research design, data and methodology: The PRISMA that is selected by the present research is an evidence-based minimum group of entities for reporting in systematic reviews and meta-analyses. The core focus of the concept is to note studies that evaluate the impacts of intervention and can also be utilized as a basis for writing systematic reviews rather than intervention evaluations. Results: The current investigation indicates that there are four kinds of suggestions (a. Increased organizational learning, b. Open communication, c. Participative decision making, d. Psychological empowerment) how the management should develop sustainable leadership for distributing green culture and improving employee green performance. Conclusions: Based on four solutions, the present research concludes that sustainable leadership for CEOs is not only of advantage in terms of protecting the environment and the people, but it fosters increased organizational learning. Increased organizational learning leads to better employee sustainable performance, which includes financial performance and the social and environmental initiatives the organization implements.

• Journal of Korean Home Economics Education Association
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• v.12 no.1
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• pp.47-58
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• 2000

The purpose of this study is to investigate the effects of cooperative learning method on student achievement and attitude in Home Economics. and that what sort of effectiveness be existed between the two groups. Homogeneous & Heterogeneous one in achievement. A junior middle school in Kwangju was served for the study. Setting two groups: One is for cooperative learning and other for traditional learning. Two classes were provided with cooperative learning method. while one class with traditional learning method. Two hours of a week were devoted for the experiment. and it was also planned to be lasted six weeks from the third of June. 1998. until the 13th of July. 1998. The results are as follows: 1) Student achievement from cooperative learning method showed a little higher than those from traditional learning method. 2) Cooperative learning method was more effective than traditional learning method. mental attitude toward school. lessons and teachers were more higher than those the traditional learning method. 3) The group of Heterogeneous members was higher than the group of Homogeneous members in their student achievement. 4) It is noticeable that two groups under cooperative learning method. however showed some difference when each of them is placed in different organization. The group of Heterogeneous members was more affirmative attitude toward school. lessons and teachers than the one Homogeneous members.

• Journal of Information Technology Applications and Management
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• v.15 no.1
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• pp.99-116
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• 2008

This study explores the impacts of e-learning system characteristics on learner committment and satisfaction by surveying the firms utilizing e-learning systems for learning. In the study, we have, first, drawn the key factors and instruments to measure e-learning system characteristics through intensive literature review. Second, we have investigated whether the characteristics contribute to increasing learner's commitment and satisfaction. Finally, we have examined the mediating effect of learner's commitment between the characteristics of e-learning system and learner satisfaction. We have conducted a survey on the employees having experience in using e-learning systems for learning, and collected a total of 93 responses. The results of a statistical analysis show the following: First, expression and interaction affect the learner's commitment. The results indicate that a learner should engage in e-learning and ultimately be more committed on it when there is a coherence in design and organization of learning contents, and when the system offers various multimedia options including audio, sound, image, graphics, etc. Second, leaner's commitment leads to higher learning satisfaction. Finally, our results show that the commitment plays a mediating role between learner characteristics (expression, control, and trust) and learner satisfaction.

• Educational Technology International
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• v.6 no.1
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• pp.81-101
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• 2005

Campus-based universities have provided face-to-face instruction traditionally. But recently, it is becoming a trend that they provide blended learning which combines e-learning and f2f instruction. Therefore, traditional university has been installing the ICT related convenience for the faculty and students to use easily to their classes. The purpose of this study is to develop quality indicators of ICT-related support for proper blended learning in traditional campus-based universities. This indicators are used for measuring the quality of ICT-related services at university level for quality education. To this end, first, we reviewed literature about quality indicators of university evaluation and e-learning. Second,we did case study. We selected and analyzed one university for a case, And we identified what elements are perceived important to faculty for more efficient use of technology to their class. Third, we summarized all this data and established the quality indicators framework of ICT-related components for blended learning in campus-based universities. Then, these indicators were revised after the expert evaluation. And then 10 experts and practitioners scored importance rating. Finally, we sum them up to 17 indicators and 48 sub-indicators in three phases (input, process, output). Among them, e-learning related organization or body, usability of Learning Management System, and quality assessment system got the highest scores. These indicators are supposed to contribute to measure the quality of ICT-related environment for blended learning and to provide informations about what is required for efficient blended learning in the campus-based universities.

• Journal of the Korea Institute of Information Security & Cryptology
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• v.30 no.4
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• pp.647-656
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• 2020

Recently, there has been an increasing number of cases in which important data (personal information, technology, etc.) of national and public institutions are leaked to the outside world. Surveys show that the largest cause of such leakage accidents is "insiders." Insiders of organization with the most authority can cause more damage than technology leaks caused by external attacks due to the organization. This is due to the characteristics of insiders who have relatively easy access to the organization's major assets. This study aims to present an optimized property selection model for detecting such abnormalities through supervised learning algorithms among machine learning techniques using actual data such as CrossNet data transfer system transmission log, e-mail transmission log, and personnel information, which safely transmits data between separate areas (security area and non-security area) of the business network and the Internet network.

• Knowledge Management Research
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• v.13 no.3
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• pp.105-125
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• 2012

Previous studies have focused on individual and organizational learning. Amid an increasingly complex business environment, a team system designed to improve flexibility and adaptability constitutes the most basic part of an organization. Still, team learning has rarely been discussed. In addition, team learning behavior, despite being an important part of a team process, is often mentioned as a team-level outcome variable. Given that team learning behavior involves constant changes in thinking and behavior, a shared belief among team members is needed in order to positively influence innovative performance of a team. In spite of that, there has been only limited discussion of it. Besides, few domestic studies have dealt with R&D teams that can clearly demonstrate team learning behavior and team innovative performance. This study is an empirical analysis of the impact of team efficacy on team innovative performance and the mediating role of team learning behavior based on materials collected from team leaders and their immediate subordinates in 268 R&D teams. The analysis showed that team learning behavior actually has a positive effect on team innovative performance. Team efficacy also turned out to have a positive influence on team learning behavior. Lastly, the study found that team learning behavior played a mediating role in the relationship between team efficacy and team innovative performance. Based on those results, the study has identified implications and suggested directions for future research.

• Research in Mathematical Education
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• v.9 no.1 s.21
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• pp.69-96
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• 2005

Motivation for learning is important for positive learning outcomes as well as for measured achievement levels. When students come to our classes, they bring with them learning histories in which we as individual teachers, most likely, did not have an input. Our students do not only bring with them different levels of prerequisite leanings but also different levels of affect for what they will be learning. If we leave their final learning at the mercy of these entry characteristics, a test given the first day before the course will have almost isomorphic results with their achievement levels on the last day. The ones who had 'it' on the first day will be the ones who in the future will also have 'it', not too different from what the present situation is all over the world. These circumstances will tend to be the case ad infinitum, unless of course, we want to change the situation. This research clearly shows that effective instructional methodologies coupled with cooperative peer interactions not only have an impact on achievement but also on positive attitudes toward one's learning.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.40-49
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• 2021

The purpose of this study is to explore the possibility of changing students' learning styles and preferred teaching styles after applying the flipped learning method to engineering education. In order to achieve the purpose of this study, literature review and survey study were conducted. The subject of application of the flipped learning method is the 'Creative Problem Solving Methodology' class, which is one of the specialized liberal arts subjects operated for students of the college of engineering at D university in Gyeonggi-do. For the survey study, a tool adapted to the domestic conditions of Kolb's learning style test tool and Felder & Silverman's preferred teaching style test tool was used. In addition, pre- and post-tests were conducted to measure changes in the learning styles and preferred teaching styles. As a result of applying the flipped learning method for one semester, the learning style showed a tendency to change from an accommodative to a divergent learner. In addition, in the case of the preferred teaching styles, it was confirmed that there were statistically significant changes in the organization and the area of participation. Based on these findings, a proposal for a follow-up study was presented.