• 창의정보문화연구
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• 제5권1호
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• pp.1-13
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• 2019

본 연구는 일반적 블렌디드 러닝 수업 전략과 플립러닝 수업전략이 대학생의 사회적 실재감과 집단응집력에 어떠한 영향을 미치는지에 대해서 탐색하였다. 이에 본 연구에서는 부산 소재 A대학교의 교육공학 관련 과목을 수강하는 91명을 대상으로 연구를 진행하였다. 연구 대상자는 2개의 실험집단(일반적 블렌디드 러닝 수업전략 집단, 플립러닝 수업전략 집단)에 소속되어 총 8주간에 걸쳐 팀 기반 학습 활동에 참여하였다. 주요 연구 결과를 살펴보면 첫째, 플립러닝 수업전략을 활용한 집단이 일반적 블렌디드 러닝 수업전략을 활용한 집단보다 대학생의 사회적 실재감 향상에 더욱 효과적인 것으로 나타났다. 둘째, 플립러닝 수업전략을 활용한 집단이 일반적 블렌디드 러닝 수업전략을 활용한 집단보다 대학생의 집단응집력 향상에 더욱 긍정적인 효과를 보인 것으로 나타났다. 본 연구 결과는 블렌디드 학습 환경에서 플립러닝 수업전략을 활용할 시 고려해야 할 주요 구성요소를 확인하고 그 효과성을 검증하는 데 시사점이 있다.

• 한국환경교육학회지:환경교육
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• 제13권2호
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• pp.114-126
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• 2000

The purpose of this study is to identify the theory of inquiry and to suggest an example of teaching/learning strategy through inquiry for effective environmental education. This study was based on the review of literature in the area of background of inquiry, inquiry in school subjects-social science, science, and environment and activities for inquiry. The teaching/learning strategy which was developed in this study included several inquiry activities focusing on recent social issue. And it can be used in environmental class.

• 한국과학교육학회지
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• 제20권2호
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• pp.250-261
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• 2000

본 연구에서는 토론 과정에서의 사회적 합의 형성을 강조한 개념 학습 전략(SCS)을 개발하여 성취도, 개념 이해도, 의사소통 불안, 과학 학습 환경에 대한인식, 소집단 토론에 대한 인식 등의 측면에서 인지 갈등 유발 전략(CCS) 및 전통적 수업과 그 효과를 비교하였다. 성취도 점수에서는 유의미한 차이가 없었으나, 의사소통 능력 하위 학생들의 경우, 전통적 수업 집단에 비해 CCS 집단의 점수가 유의미하게 높았다. 개념 검사에서는 SCS 집단의 교정 평균이 다른 집단들에 비하여 높은 경향이 있었고, 개념 학습전략은 의사소통 능력이 뛰어난 학생들에게 더 효과적이었다. 의사 소통 불안에서는 세 집단 간에 차이가 없었다. 과학 학습 환경에 대한 인식의 경우, 개인적 적합성 영역이나 학생간의 협상 영역에서는 집단간 차이가 없었으나, 참여도 영역에서는 SCS 집단의 점수가 높았다. 또한, SCS 집단 학생들이 소집단 토론에 대해 보다 긍정적으로 인식하고 있었다.

• Journal of Information Technology Applications and Management
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• 제17권3호
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• pp.57-69
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• 2010

Many organizations have had deep interests in studies concerning leadership and in academic areas, in not only management but also psychology. Until now, leadership has been accentuated by managers or team leaders especially. Recently, however, the concept of self-leadership directing one's own activities through self-control or self-management is being focused on practices and in academia. This study is to investigate the influence between self-leadership strategies and learning performance in IT classes mediated by attitude of attendance focused on the social science students in a university. Research results can give us direction of task-taking attitudes in firms or learning attitudes in teaching organizations and implications to human resource managers who are in charge of improving learning performance or productivity.

• International Journal of Quality Innovation
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• 제9권2호
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• pp.11-30
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• 2008

The purpose of this study is to develop BSC model of social enterprise. Performance analysis tool of BSC have been brought over from the business world, designed and created from the perspectives of profit-based businesses. The BSC is a strategic performance measurement and management tool designed for the private sector acting as a communication/information and learning system, to measure 'where we are now' and 'where to aim for next'. It prescribes a plan for translating 'vision' and 'strategy' into concrete action across four perspectives at different stages, depending on the business. These perspectives are 'financial', 'customer', 'internal processes' and 'learning and growth', each of which is connected by cause-and-effect relationships that reflect the firm's strategy. Social aims of social enterprise are to accomplish desired outcomes which are to employ vulnerable people and to provide social services. The measurement factors of financial perspective are stable funding, efficiency of budgeting, stakeholders' financial supports, and trade profit. The measurement factors of customer perspective are government, social service users, employees, local communities, sup plier, social activity company, and partnership with external organizations. The measurement factors of internal process perspective are organizational culture, organizational structure/management, internal/external communication, quality of products and services, information sharing. The measurement factors of learning and growth perspective are training and development, management participation, knowledge sharing, leadership of CEO and manager, and learning culture.

• Journal of Information Technology Applications and Management
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• 제19권1호
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• pp.47-59
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• 2012

A number of organizations have had big interests in studies concerning leadership and in academic areas, in not only management but also psychology. Until now, leadership has been accentuated by managers or team leaders especially. Recently, however, the concept of self-leadership directing one's own activities through self-control or self-management is being focused on in practices and in academia. This study is to investigate the influence between self-leadership strategies and learning performance in IT classes mediated by attitude of attendance focused on the social science students in two universities (Korea (121 samples) and India (106 samples)). And this research tried to compare difference between two university students. Research results can give us direction of task-taking attitudes in firms or learning attitudes in teaching organizations and implications to human resource managers who are in charge of improving learning performance or productivity.

• 한국콘텐츠학회논문지
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• 제14권3호
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• pp.490-499
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• 2014

본 연구는 대학생들의 학습전략과 부정적 정서, 대학생활적응이 성적에 미치는 영향에 있어서 성별의 조절효과를 검증하기 위해 수행되었다. 이를 위해 서울시에 소재한 1개 대학교의 신입생 654명을 대상으로 2월에 학습전략과 부정적 정서를 조사하였으며, 3개월 후 학기 말에 학업적 사회적 적응과 성적을 측정하여 분석하였다. 성별에 따른 조절효과는 위계적 회귀분석을 통해 분석하였으며, 상호작용 효과의 사후분석으로 단순기울기 검증을 수행한 후 도식으로 제시하였다. 분석결과 학습전략과 학업적 적응은 성별에 관계없이 모두 성적에 유의한 영향을 미치는 것으로 나타났으나, 부정적 정서가 성적에 미치는 영향은 여자에게서만 유의하였고, 사회적 적응이 성적에 미치는 영향은 남자에게서 유의하게 나타나 성별의 조절효과를 확인할 수 있었다. 이러한 연구결과를 바탕으로 대학에서의 학업적 성취에 학습전략과 정서 및 적응에 대한 시사점 및 후속연구에 대한 제언을 논의하였다.

• 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.

• 통상정보연구
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• 제12권2호
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• pp.109-132
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• 2010

The purpose of this study is to survey the learning strategies and learning styles of the undergraduates in international e-trade simulation education. The set of learning strategies are investigated and the analysis is made how learning styles could affect the learning strategies. The subjects of this study were 112 undergraduates majored in international trade and their classes were using e-trade simulation. It is found that the undergraduates' learning strategy level is not high because the simulation education is not common yet in e-trade classes. The levels of self-efficacy and positive attitudes have high level whereas the expression strategy has the lowest. Strong results were not found among undergraduates' learning styles by each of the 11 strategies except two cases. One is that the undergraduates who had experiences of e-learning have higher level of social strategy than those of non e-learning experience group. The other is that the more the students spend the time in the simulation class, the more they have positive attitudes. This study supports that the simulation can increase the effectiveness of e-trade learning.

• 영어어문교육
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• 제11권1호
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• pp.37-55
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• 2005

This study examines the effects of two motivational orientations on the use of language learning strategies at overall, category, and specific-item levels. 184 students (males and females) from a Korean university responded to the following two questionnaires: the Motivational Orientation Questionnaire (MOQ) developed by the author and Oxford's Strategy Inventory for Language Learning (SILL). The results showed that both integratively- and instrumentally-oriented students were moderate strategy users overall. Integratively-oriented learners were found to use learning strategies more often and a broader spectrum of strategies than instrumentally-oriented learners. A noteworthy finding, however, is that strategy use was not motivation orientation-specific. In other words, the two motivational groups were found to share the similar patterns of strategy use. Independent samples t test results revealed that integratively-oriented students exhibited significantly greater use of overall strategy than instrumentally-oriented students. This phenomenon held true for the use of cognitive, metacognitive, and social categories. At the specific item levels, 13 of the total 50 individual strategies were shown to be employed significantly more often by integratively motivated learners than by their instrumentally motivated peers.