• 기술혁신학회지
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• 제17권3호
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• pp.540-562
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• 2014

기업 간 기술제휴 성공요인으로 적합한 기술제휴 파트너 선정이 중요함에도 불구하고, 그간 기술제휴 파트너 선정기준 및 성과에 영향을 미치는 선정기준에 대한 연구는 미흡하였다. 이에 본 연구는 마케팅, 국제, 유통, 생산 제휴 등과 같은 일반적 제휴에 관한 파트너 선정 기준의 선행연구를 바탕으로 기술제휴 파트너 선정 기준을 도출하고, AHP 기법을 활용하여 총 12명의 국내 벤처기업의 기술제휴 담당자를 대상으로 기술제휴 파트너 선정기준의 중요도를 도출하였다. 또한, 총 215개 벤처기업 기술제휴 담당자에 대한 인식조사를 통해 기술제휴 파트너 선정기준과 기술제휴 성과와의 관계를 분석하여 제시하였다. 연구 결과 4가지 선정 기준인 과업기준, 파트너기준, 학습기준, 위험기준 및 14개의 세부 항목이 도출되었으며, 기술제휴 파트너 선정기준에 대한 상대적 중요도는 위험기준, 학습기준, 파트너기준, 과업기준 순으로 나타났다. 또한, 기술제휴 파트너 선정기준과 성과와의 관계는 파트너기준과 과업기준이 기술제휴 성과에 긍정적 영향을 미치는 것으로 나타났다. 본 연구의 조절변수로 포함한 기업규모, 이전제휴관계, 제휴 경험, 국적은 조절효과가 없는 것으로 나타났다. 마지막으로 연구결과와 시사점 및 향후 연구방향에 대해 논의하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제35권4호
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• pp.445-473
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• 2021

이 연구는 2015 개정 교육과정에서 신설 과목으로 설계된 <인공지능 수학> 교과서를 분석하여 차기 교육과정 설계의 시사점을 도출하는 데 목적이 있다. <인공지능 수학> 시안을 담은 수학과 교육과정 문서에서는 '학습 요소' 대신에 '관련 학습 요소'를 제시하고 있다. '관련 학습 요소'는 인공지능의 맥락에서 활용될 수 있는 수학적 개념이나 원리로 정의하고 있는데 '관련 학습 요소'를 다루는 범위와 방법에 대해서는 구체적인 제한은 없다. 이에 '관련 학습 요소'가 <인공지능 수학> 교과서에서 반영된 양상을 형식, 범위와 방법, 공학적 도구 활용 방식을 중심으로 분석하였다. 교과서별로 '관련 학습 요소'를 교과서에 기술하는 형식상의 차이와 수학 개념을 취급하는 양과 범위에 차이가 있었다. 또한, '관련 학습 요소'를 하나의 수학 개념과 동일하게 정의하여 사용한 경우와 정의보다는 인공지능의 맥락에서 설명 위주로 서술하였다. '관련 학습 요소'를 인공지능의 맥락에서 활용할 수 있도록 교과서별로 유사한 공학적 도구를 다루었지만, 계산과 결과를 해석하는 활동 중심이었다. 고등학교 수학 과목으로서 <인공지능 수학>의 지향을 교과서에 충분히 반영하기 위해서 '관련 학습 요소'에 관한 체계적인 논의가 필요하다. 또한, 학생들이 인공지능 맥락의 활용 사례를 경험하기 위해서는 공학적 도구를 활용하여 문제를 설정하고 해결할 수 있는 내실화된 활동이 교과서에 구현되어야 할 것이다.

• KSII Transactions on Internet and Information Systems (TIIS)
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• 제18권1호
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• pp.89-104
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• 2024

Cloud-based e-learning (CBEL) represents a promising technological frontier. Existing literature has presented a diverse array of findings regarding the determinants that influence the adoption of CBEL. The primary objective of this study is to conduct an exhaustive examination of the available literature, aiming to determine the key predictors of CBEL utilization by employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. A comprehensive review of 35 articles was undertaken, shedding light on the status of CBEL as an evolving field. Notably, there has been a discernible downturn in related research output during the COVID-19 pandemic, underscoring the temporal dynamics of this subject. It is noteworthy that a significant portion of this research has emanated from the Asian continent. Furthermore, the dominance of the technology acceptance model (TAM) in research frameworks is affirmed by our findings. Through a rigorous thematic analysis, our study identified five overarching themes, each encompassing a diverse range of sub-themes. These themes encompass 1) technological factors, 2) individual factors, 3) organizational factors, 4) environmental factors, and 5) security factors. This categorization provides a structured framework for understanding the multifaceted nature of CBEL adoption determinants. Our study serves as a compass, guiding future research endeavours in this domain. It underscores the imperative for further investigations utilizing diverse theoretical frameworks, contextual settings, research methodologies, and variables. This call for diversity and expansion in research efforts reflects the dynamic nature of CBEL and the evolving landscape of e-learning technologies.

• STI Policy Review
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• 제1권1호
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• pp.93-109
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• 2010

Over the last decade, some Korean enterprises have emerged to become global players in their specialized products. How have they achieved such tremendous technological progress in a short period of time? This paper explores that question by examining the characteristics of technological innovation activities at major Korean enterprises. The paper begins with a brief review of the stages of economic growth and science and technology development in Korea. Then, the existing literature, explaining the Korean innovation model, is analyzed in order to establish a new framework for the Korean innovation model. Specifically, Korean firms have experienced three sequential phases, and thus, the Korean model, at the firm level, can be coined as "path-following," "path-revealing," and "path-creating." Then, the stylized facts in the first phase (path-following) and the second phase (path-revealing) are discussed, in the context of empirical evidence from the areas of memory chips, automobiles, shipbuilding, and steel. In terms of technology development, the Korean model has evolved as "collective learning" in the first phase, "collective recombination" of existing knowledge and technology in the second phase, and is assumed as "collective creativity" in the third phase. Ultimately, all three can be classified as "collective creation". Korean firms now face a transition in the modes of technological innovation in order to efficiently implement the third phase. To achieve remarkable progress again, as they did in the past, and to sustain the growth momentum, Korean firms should challenge new dimensions such as creative technological ideas, distinctive technological capabilities, and unique innovation systems -- all of which connote 'uniqueness'. Finally, some lessons from the Korean technological innovation experience are addressed.

• 한국기술혁신학회:학술대회논문집
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• 한국기술혁신학회 2002년도 춘계학술대회
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• pp.221-228
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• 2002

R&D를 기술학습과정에서의 문제해결활동으로 개념화 할 때, 국가 연구개발 활동은 특히 핵연료와 같은 과학기술 집약적 산업의 기술발전 및 산업 경쟁력을 보육 또는 발전시키는 중추적인 역할을 할 수 있다. 이러한 역할은 기업과 정부출연 연구소를 포함한 국가차원의 기술능력을 향상시키는 데 기여할 수록 강화 될 수 있다. 또한 개도국의 기술능력 발전과정에서 국가 연구개발 활동은 기술학습의 혁신 단계뿐 아니라 초기의 흡수, 적응단계부터 전략적으로 중요한 역할을 가질 수 있다. 이 과정에서 국가연구개발 활동은 외국기술을 효과적으로 흡수하고 고유기술능력을 지속적으로 축적·발전시키면서 세계적 기술혁신을 성취하는 데 요구되는 과학 지식 및 핵심 기술을 제공할 수 있어야 한다.

• Journal of Information Technology Applications and Management
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• 제21권4호
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• pp.141-156
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• 2014

This study intended to evaluate the viability of cyber education in terms of learning satisfaction and learning achievement. The study integrated two research streams such as social presence model and learning environment model. Where the learning environment model emphasizes the components of learning aids, social presence model considers more deeply the relationships among peers and with instructors. These two research streams have been considered relatively independently. The study integrated these ideas and measured their reliabilities and validities. The results demonstrate that the two constructs are relevantly independent and both of these constructs are very important considerations for the success of cyber education. The study concludes that cyber education 2.0 requires more social presence factors than the learning environment factors such as technological development or new equipments.

• International Journal of Computer Science & Network Security
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• 제21권8호
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• pp.127-136
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• 2021

Real-time human recognition is a challenging task, as the images are captured in an unconstrained environment with different poses, makeups, and styles. This limitation is addressed by generating several facial images with poses, makeup, and styles with a single reference image of a person using Generative Adversarial Networks (GAN). In this paper, we propose deep learning-based human recognition using integration of GAN and Spatial Domain Techniques. A novel concept of human recognition based on face depiction approach by generating several dissimilar face images from single reference face image using Domain Transfer Generative Adversarial Networks (DT-GAN) combined with feature extraction techniques such as Local Binary Pattern (LBP) and Histogram is deliberated. The Euclidean Distance (ED) is used in the matching section for comparison of features to test the performance of the method. A database of millions of people with a single reference face image per person, instead of multiple reference face images, is created and saved on the centralized server, which helps to reduce memory load on the centralized server. It is noticed that the recognition accuracy is 100% for smaller size datasets and a little less accuracy for larger size datasets and also, results are compared with present methods to show the superiority of proposed method.

• International Journal of Internet, Broadcasting and Communication
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• 제15권1호
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• pp.56-62
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• 2023

In the educational environment of the post-COVID-19 era, metaverse learning, which can improve the disadvantages of online learning and improve learning outcomes, is attracting attention. Metaverse is expected to play an important role as a learning experience platform (LXP) that can provide immersion and experience for learners. In order to successfully introduce and utilize metaverse learning that utilizes the metaverse platform, teachers' knowledge of metaverse-related technologies and pedagogical convergence is important. So far, teacher knowledge for educational use of the metaverse has not been explored. In this regard, this study explored the TPACK (Technological, Pedagogical And Content Knowledge) framework as a teacher's knowledge system for metaverse learning. Based on this, this study designed the class contents of metaverse learning. The results of this study are expected to diffuse the importance of TPACK required for metaverse learning and contribute to the development of teachers' competence.

• 대한원격탐사학회:학술대회논문집
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• 대한원격탐사학회 2003년도 Proceedings of ACRS 2003 ISRS
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• pp.210-212
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• 2003

Active sensors are rapidly conquering a share on the remote sensing market and offer among others new possibilities toward automatically acquiring 3D building data. Better dissemination of information about new technological developments can possibly be achieved by short distance-learning courses. The paper describes the didactic and technical aspects of a course we have designed and conducted on airborne laser scanning and interferometric SAR. The building extraction application is a good example to illustrated the added value of short electronic-learning courses above simply publishing (digital) papers.

• Asia pacific journal of information systems
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• 제15권4호
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• pp.27-60
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• 2005

The purpose of this study is to call attention to the consensus of stakeholders of corporate e-Learning system for the sake of its success. We identified the critical success factors(contents, technical features, management, and organizational support) as major components of corporate e-Learning systems and questioned whether stakeholders' consensus on the importance of these components facilitates the successful implementation of these components. We also questioned whether the influence of these components on user satisfaction could be moderated by contextual factors. Based on empirical testing of 18 e-Learning user companies, we verified that the consensus of stakeholders regarding the importance of content, technological features, and organizational support has a positive influence on the perceived quality of these factors in their e-Learning systems, which in turn is positively related to user satisfaction. The learning subjects and learning style did significantly moderate the influences of these perceived qualities on user satisfaction.