• Educational Technology International
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• v.6 no.1
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• pp.103-119
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• 2005

This study investigated to designand implement web-based collaborative learning system Co-Net and map out students' learning procedure using the system, based upon Student Team Achievement Division (STAD Slavin, 1990, 1996). There are technical process and instructional considerations to be made during the design process. The former are those that concern equipment requirements and specifications and include Ease of Use, Speed of Access, and Flexibility. On the other hand, instructional considerationsare concerned with the delivery and access of instructional materials and their outcomes on learners. They are cooperative interactions within groups and group heterogeneity, learner control, group incentives, individual accountability, equal opportunity for earning high scores and contributing to group effort, task specialization, and competition among groups. A web site for a virtual learning environment designed and built by the authors and known as Co-Net is then explained along with the whole process learners inside the environment. The main page of Co-Net consists of 15 menus to implement cooperative learning process. The cooperative learning activities using 15 menus are composed of six phases (1) preparation of the new knowledge (2) presentation of the new knowledge (3) knowledge assimilation and application (4) team and individual evaluation (5) team and individual recognition Throughout the five phases, the appropriate use of cooperative learning techniques has been shown to have both academic and social benefits to learners.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.30-41
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• 2018

This phenomenological study aims to explore Nursing Students' Experiences who have experienced team-based learning (TBL). The purpose of this study is to contribute to fostering professional nurses required in the clinical field by improving the learning outcomes by applying the TBL classes. The study participants were seven students of the nursing department who took TBL classes in adult nursing classes. The data were collected through participating observations and in-depth interviews, and analyzed using Colaizzi's phenomenological methods. As a result of the study, nine conceptual descriptions and five theme clusters were derived. The major theme clusters for the experiences of students were 'Dedication to best results', 'Self-led learning attitudes are formed', 'Becoming a communal knowledge creator', 'Active class time', and 'Meaningless peer evaluation'. Nine conceptual descriptions were 'Doing one's best to fulfill one's role', 'Preparing for the class with the pre-learning', 'Forming confidence through pre-learning', 'Solving problems through interaction with friends', 'Becoming a mentor to each other', 'Working together to resolve issues', 'Intimacy formed', 'A lively class', and 'Peer evaluation with familiarity'. This study contributes to the improvement of the learning outcomes of the nursing students by enabling learner-centered classes and self-led learning, thereby contributing to fostering the professional nursing manpower required in the clinical field.

• Proceedings of the Safety Management and Science Conference
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• 2009.11a
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• pp.573-588
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• 2009

In this era of knowledge and information of the 21st century, the source of a nation's competitive power consists of human resources and material resources and the importance of human resources appreciates highly. The number of small and medium enterprises which are the core of national economy covers over 98% among whole domestic enterprises of Korea. Competitive power of small and medium enterprises comes from human resources development. For the development of human resources, small and medium enterprises are trying to expand their learning organizations in the company. The analysis of outcomes of administering the existing learning organizations shows that learning organizations contribute highly to the improvement of the productivity of small and medium enterprises. And the analysis also shows that the participants of learning organizations and middle management and executives who support and encourage them recognize the necessity of learning organizations and that it should be disseminated throughout other enterprises. Therefore government's supports to establish learning organizations in a company are required to expand.

• Journal of the Korea Safety Management & Science
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• v.11 no.3
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• pp.167-179
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• 2009

In this era of knowledge and information of the 21st century, the source of a nation's competitive power consists of human resources and material resources and the importance of human resources appreciates highly. The number of small and medium enterprises which are the core of national economy covers over 98% among whole domestic enterprises of Korea. Competitive power of small and medium enterprises comes from human resources development. For the development of human resources, small and medium enterprises are trying to expand their learning organizations in the company. The analysis of outcomes of administering the existing learning organizations shows that learning organizations contribute highly to the improvement of the productivity of small and medium enterprises. And the analysis also shows that the participants of learning organizations and middle management and executives who support and encourage them recognize the necessity of learning organizations and that it should be disseminated throughout other enterprises. Therefore government's supports to establish learning organizations in a company are required to expand.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.1-8
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• 2021

This experimental study was to examine the impact of collaborative learning in a virtual environment on students' learning outcomes and satisfaction. The collaborative virtual learning environment was created for a Korean history class for high school students. A total of 119 participants were recruited and were randomly assigned to either "collaborative group" or an "individual group." Students' academic achievements and satisfaction were collected as measurement tools to examine the effect of collaborative learning in the virtual learning environment and collected data were tested by independent sample t. The results showed that participation in collaborative groups had a significant positive effect on academic achievement and satisfaction than individual groups.

• International Journal of Contents
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• v.10 no.4
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• pp.53-62
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• 2014

Although many studies have considered the outcomes and impacts of serious games, little is known about the factors which affect a user's perception or interpretation in games during the process of decision making from theoretical perspectives. This study aimed to explore the process of user perception from the perspective of construal level theory, and to suggest a theoretical design approach for the development of effective serious games. In the current study, cognitive and affective learning outcomes were articulated through literature review and synthesized into a series of assumptions with persuasive and educational aspects in serious games. Serious games reflect the potential of the game mechanism for changing players' perception, and helping with knowledge acquisition of the users. The potential to use construal level theory for effective serious games interventions was suggested, and a Serious Games Design Framework was proposed via potential outcomes from recent advanced research. Finally, implications of the application of the suggested model with various-related purposes and directions for future research were discussed. The model could be useful not only for game researchers and designers, but also for game marketers in attracting potential consumers.

• Journal of the Korea Society of Computer and Information
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• v.23 no.11
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• pp.229-238
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• 2018

The purpose of this study is to investigate the mediating effect of learners' learning flow in the effect of presence on academic achievement in web-based e-learning. For this purpose, this study analyzed the influencing relationship between the each factor based on the structural model with the learning flow as a mediator variable. Based on existing theoretical studies, learning satisfaction and academic achievement, which represent learning outcomes, are set as dependent variables, and teaching presence, cognitive presence, and social presence are set as independent variables. Data collected from a total of 256 e-learning learners were used in the analysis of this study. According to the results of the analysis, teaching presence, cognitive presence, and social presence were found to have a significant effect on academic achievement when a learning flow is a mediator variable. Concretely, teaching presence, cognitive presence, and social presence have a positive effect on the learning flow, while learning flow has a positive effect on learning satisfaction. On the other hand, learning flow has a negative effect on academic achievement. As a result of verifying the mediating effect of learning flow on the relationship between presence, learning satisfaction, and academic achievement, there was meditating effect in the aggregate. This study implies that in order to increase the level of learning satisfaction and academic achievement, it is necessary to make the teaching-learning design in the provision of contents and materials for e-learning so that the learner can feel the presence. The results of this study can be used as a basic data for seeking support and promotion strategies for enhancement of future learning flow and presence.

• Journal of Fisheries and Marine Sciences Education
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• v.20 no.2
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• pp.236-248
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• 2008

This study has explored the elements of e-teaching portfolio for enhancing teaching expertise in higher education. This study is carried out through the literature review and expert's focus group interview. As the result of this study, seven elements of e-teaching portfolio for enhancing teaching expertise in higher education have been found. First, 'personal background' include curriculum vitae, course responsibility, and other educational activities. Second, 'teaching philosophy' include the principals on teaching and learning, statements of teaching philosophy. Third, 'learning environment' include the characteristics of students, the previous learning contents, and physical environment. Forth, 'course contents and methods' include teaching strategies and instructional materials, Fifth, 'instructional evaluation' includes the principals of evaluation and the examples of learning outcomes. Sixth, 'endeavor for improvement of instruction' include evidence of activity for teaching improvement and instruction feedback from peer and students. And e-teaching portfolio also includes research career and awards history element.

• Communications for Statistical Applications and Methods
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• v.10 no.1
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• pp.239-246
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• 2003

Statisticians, or data miners, are often requested to assess the importances of input variables in the given supervised learning model. For the purpose, one may rely on separate ad hoc measures depending on modeling types, such as linear regressions, the neural networks or trees. Consequently, the conceptual consistency in input variable importance measures is lacking, so that the measures cannot be directly used in comparing different types of models, which is often done in data mining processes, In this short communication, we propose a unified approach to the importance measurement of input variables. Our method uses sensitivity analysis which begins by perturbing the values of input variables and monitors the output change. Research scope is limited to the models for continuous output, although it is not difficult to extend the method to supervised learning models for categorical outcomes.

• Journal of the Korea Safety Management & Science
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• v.19 no.4
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• pp.283-290
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• 2017

In knowledge information society entering global unlimited competition era, our middle and small sized companies are the base of national and enterprise competitiveness and core base of national economy as an origin of jobs. The competitiveness of middle and small sized companies is so important to decide the level of the competitiveness of the whole industries, but the gap from big sized company is much low in comparison with advanced countries from angles of important factors of enterprise growth, productivity and technological competitiveness, so, it's urgent to improve the competitiveness through productivity enhancement. The purpose of this research is to do a positive study on effects of learning organization management outcomes of middle and small sized company on enterprise productivity among various types of outcome brought for strengthening of enterprise competitiveness. It confirmed learning organization has functions and usefulness as a management tool bringing positive effects on enterprise productivity through the Productivity improvement.