• 아동학회지
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• 제30권5호
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• pp.225-243
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• 2009

This study analyzed the effects of dynamic assessment in terms of scaffolding group types and young children's measurement ability levels. Participants were five-year-old children in Busan divided into 2 experimental groups and control groups. The Assessment Tools for Young Children's Measurement Ability (Ko & Hwang, 2008) consisted of 4 sub tests for ‘length', 'width', and 'weight' concepts. Data were analyzed by t-test and ANOVA. Results showed significant differences between experimental and control groups in post-test scores, but no significant differences between individual and peer collaboration groups in amount of scaffolding. Significant improvements showed in all of the measurement ability level groups : individual higher, individual lower, peer collaboration higher and peer collaboration lower level scaffolding groups.

• Asia pacific journal of information systems
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• 제23권4호
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• pp.151-175
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• 2013

This study investigates the potential components for academic research collaboration, and the factors that make it possible to achieve higher academic productivity. The components include collaboration factors and a collaboration model. We use two major collaboration factors to develop a framework for understanding the mechanisms that influence academic research collaborations: motivational factors and mediating factors. Motivational factors include self-motivation and trust whereas mediating factors are collaboration orientation and peer support. We analyze the effect for use of e-collaboration with research performance, reward, and satisfaction with e-research output. A survey of academicians was conducted, and by using the factor analysis and the structural equation model with SPSS 20 AMOS, we illustrate the possible influence of these factors on research performance and satisfaction. We discovered that both motivational and mediating factors play important roles on the success of academic research. This study offers several implications for academicians. We develop a parsimonious research model, which is related to e-collaboration in academic research. This unique model offers academicians to achieve good publication output from the research team. The motivational factor, self-motivation and trust, are important factors which has received positive impact of mediating factor collaboration orientation and peer support. Our research sheds light on the crucial factors for use of e-collaboration which offer the ultimate effect on performance and satisfaction with e-research output. Satisfaction motivates people to work more and more on the field of their interest, thereby influencing the performance of academicians. Rewards should be distributed according to performance of the individual, which will motivate the person to become more enthusiastic for his work of interest. Our evidence suggests that in understating the collaborative process, one must account for the context in which the collaboration occurs, the motivation of the collaborators, the scope and nature of the project, the roles and activities undertaken, and interpersonal processes such as trust. Researchers' motivations for engaging in collaboration were both instrumental and intrinsic.

• 산업경영시스템학회지
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• 제36권1호
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• pp.44-52
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• 2013

For evaluating participation in collaboration project, the peer assement method is mostly used and various scoring methods have been proposed. But, the reliability and validity of the peer assessment method are still doubted for all most method. In order to overcome these weaknesss, some guidelines and training methods have been recommended. In this article, however, statistical technique is proposed for measuring individual contributions to collaboration projects considering each assessor's reliability. The gist of our proposed algorithm is that an assessor's reliability depends on the evaluation policy, and this reliability is evaluated by an analysis of variance of the scores assigned by the assessor. We also show that the proposed method is very efficient by case study in university class.

• 한국멀티미디어학회논문지
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• 제7권7호
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• pp.922-933
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• 2004

최근 분산 시스템이나 협업 시스템을 위한 피어 투 피어(Peer-to-Peer) 네트워크에 대한 연구가 진행되고 있으며 암호학 분야에서는 pairing을 이용한 ID 기반의 공개키 암호 기법에 대한 연구가 활발히 이루어지고 있다. 본 논문에서는 동적 피어 그룹(Dynamic Peer Group, DPG) 멤버간의 안전한 그룹통신을 위한 ID 기반의 그룹키 관리 기법을 제안한다. 각 멤버들은 Private Key Generator(PKG)로부터 자신의 ID에 대한 공개키/개인키쌍을 발급 받으나, 그룹키를 관리하기 위한 중앙 관리개체를 이용하지 않고 멤버들간의 협력(collaboration)을 통해 자발적으로 그룹키를 관리함으로써 중앙 관리개체의 오류에 대한 문제(single-point of failure)를 예방할 수 있다. 그리고 동적 피어 그룹의 성질을 고려하여 멤버의 참여와 탈퇴에 대한 그룹키의 비밀성을 제공한다.

• 한국산학기술학회논문지
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• 제19권9호
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• pp.482-491
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• 2018

본 연구의 목적은 초등교사의 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 따른 잠재계층을 분류하고, 분류된 잠재계층에 따라 교사의 직무스트레스, 교직만족도에 차이가 있는지 확인하는 것이다. 이를 위해 한국아동패널 8차년도(2015년도)자료 교사대상 설문지의 1.031명의 데이터를 활용하였다. 초등교사의 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 따른 잠재계층을 확인하기 위해 잠재프로파일분석을 사용하였으며, 확인된 잠재계층에 따른 직무스트레스와 교직만족도 차이를 검증하기 위해 다변량분산분석을 실시하였다. 분석 결과, 초등교사의 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 따른 잠재계층은 '낮은 수준의 개인 환경 적응집단', '중간 수준의 개인 환경 적응집단', '높은 수준의 개인 환경 적응집단'의 세 개 유형으로 구분되었다. 세 개 유형에 따라 교사효능감, 학교장의 지도성, 동료교사에 대한 인식에 차이가 나타났는데, 높은 수준의 개인 환경 적응집단이 중간과 낮은 수준의 개인 환경 적응집단보다, 그리고 중간 수준이 낮은 수준의 개인 환경 적응집단보다 교사효능감, 학교장의 인화적 지도성과 과업적 지도성, 동료교사에 대한 긍정적 인식이 더 높은 것으로 확인되었다. 둘째, 확인된 잠재계층에 따라 직무스트레스와 교직만족도에 차별적인 특징이 나타나는지 확인한 결과, 높은 수준의 개인 환경 적응집단이 중간과 낮은 수준의 개인 환경 적응집단보다, 그리고 중간 수준이 낮은 수준의 개인 환경 적응집단보다 직무스트레스는 낮고, 교직만족도는 높은 것으로 확인되었다. 본 연구결과는 교사의 직무스트레스를 낮추고, 교직만족도를 높이기 위해서는 교사효능감, 학교장의 인화적 지도성과 과업적 지도성, 동료교사에 대한 인식의 개별특성을 확인하기 보다는 교사 개인의 프로파일을 이해하고 프로파일에 기초한 맞춤형 도움을 주는 것이 필요함을 시사한다.

• 한국정밀공학회:학술대회논문집
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• 한국정밀공학회 2002년도 춘계학술대회 논문집
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• pp.531-535
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• 2002

This paper presents a real-time collaborative system for distributed design. The aim of the system is to provide designers with a virtual workspace where they can collaborate and exchange their design knowledge in distributed environment. The system consists of two subsequent modules. One is for the visualization of design data including CAD data, documents, images, and the other is real-time collaboration module. They make it possible for distributed designers to review the design data collaboratively and to share their design knowledge. The system was implemented by using the Internet protocols such as TCP/IP and IP multicast on the peer-to-peer based network. An example is presented and discussed to validate the proposed system.

• 보건교육건강증진학회지
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• 제30권4호
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• pp.17-24
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• 2013

Objectives: This paper aims to give a review on the concept, the type, and the purpose of intersectoral collaboration, to provide a framework of intersectoral collaboration, and to review the effectiveness of intersectoral collaboration. Methods: Peer-reviewed journals were searched in Pubmed using the terms of 'intersectoral collaboration,' 'multi-sector policy,' 'intersectoral partnership,' and 'cross-sector collaboration.' In total, 240 papers were identified. After reviewing the abstracts of these papers, 59 papers were chosen to be reviewed in full-text. Contents were extracted from these papers that were pertinent to the research questions. Results: Intersectoral collaboration has been advocated since Alma Ata Declaration. However, it has been largely ignored in practice. Various factors including context, support, task, team, interactional process, individual, and overarching factors can affect the success and the failure of intersectoral collaboration. Conclusions: Some strategies to facilitate intersectoral collaboration activities and future research agenda were suggested.

• 한국콘텐츠학회논문지
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• 제13권7호
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• pp.452-462
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• 2013

이 연구는 학교문화, 구체적으로는 교사의 협력문화, 학교장의 지도성, 학생의 교우관계가 학생, 학부모, 교사, 학교장 등 학교구성원의 학교만족도에 미치는 영향을 탐색적으로 살펴보았다. 이를 위하여 2011년에 조사된 서울교육종단연구의 설문자료를 활용하여 기술통계 분석, 상관관계 분석, 다중회귀분석 등을 실시하였다. 연구 결과, 학생과 학부모의 학교만족도에는 학생의 교우관계와 교사의 협력문화가, 교사의 학교만족도에는 학교장의 지도성과 교사의 협력문화가 통계적으로 유의한 영향을 미치는 것으로 나타났다. 이 연구는 학교 단위에서 교사의 협력문화가 학생, 학부모, 교사의 학교만족도에 공통적으로 영향을 미치는 요인임이 밝혀졌고, 각각 연구되는 경향이 강했던 학생과 학부모, 교사와 학교장의 학교만족도와 학교문화를 제한적으로나마 동시에 살펴보았다는 점에서 의의가 있다.

• 아동학회지
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• 제23권1호
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• pp.55-70
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• 2002

The influence of peer collaboration on children's analogical abilities was studied with 120 9-year-old participants. After the pre-test, which determined the analogical level of the children, each child was assigned to 1 of 4 different learning conditions: cued/non-cued peer collaborative learning, or cued/non-cued individual learning conditions. The post-test showed changes in their analogical abilities. That is, results showed that cued peer collaborative learned improved the analogical abilities of the children, but the pattern of improvement was different by prior level of analogical abilities. We explained improvement in analogical ability by the context effect of peer collaborative learning and by the interactive effect of context with basic cognitive abilities of the children. We suggested implications of the present results for educational practice.

• The Journal of Asian Finance, Economics and Business
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• 제8권5호
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• pp.403-411
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• 2021

This paper discusses the relationship between debt literacy, peer-to-peer lending, and over-indebtedness in Indonesia. It is essential because the number of loans on this platform continues to increase, both legal and illegal. Data was collected online in collaboration with commercial market research firms, JajakPendapat.net. Debt literacy and over-indebtedness were measured by self-assessment with questions from Lusardi and Tufano (2009a). Questions for debt literacy are about interest compounding, debt interest, and the application of time value of money in payment options. The question for over-indebtedness is about the amount of debt and the conditions resulting from that debt. By using descriptive methods, it is clear that the majority of respondents, both borrowers and non-peer-to-peer lending borrowers are debt illiterate, and those who have poor debt literacy have huge debt. Overall, only 1.85% of the respondents were debt literate. Those who live on the island of Java have better literacy because they are the center of economic growth in Indonesia. Debt from peer-to-peer (P2P) lending also has the potential to create problems, namely over-indebtedness. P2P lending borrowers also have very poor debt literacy. However, there is no difference in debt literacy between P2P lending borrowers and non-P2P lending borrowers.