• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.14-25
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• 2021

The purpose of this study is to explore what are the interactive factors of synchronous online education in university and identify the level of interaction. This study used mixed research method. As a result of the interaction level, it was recognized that face-to-face education could be more interactive than synchronous online education. Synchronous online education could have better interactive between instructor and learner, and among learners than asynchronous online education. Factors which influencing the interaction were as follows: small group activities and scaffolding, diversification of communication channels and integration of learner's question in learning content. Detrimental elements were distance felt between instructor and learners, low intimacy among learners, content-focused lecture, restrictions on non-verbal communication, unstable systems and misusing microphones. The necessary factors to promote interaction are planning interactive class activities, etc. Based on the results, it was to suggest what kinds of efforts are needed to make interaction more effective in terms of teaching and learning method & activity, tool & system, and environment.

• Korean Journal of Childcare and Education
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• v.8 no.6
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• pp.99-125
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• 2012

Teacher-child interaction was included in kindergarten and child care center accreditation evaluation and is considered as important as teaching and learning methods in the newly implemented Nuri curriculum. The purpose of this study was to confirm the difference of levels (emotional. verbal, behavioral) for the style of the interaction between teachers and children in kindergarten and child-care centers and to analyze direct effect and interaction effect, according to institution(kindergarten, childcare center). teacher(age, educational career, academic career), and child group(child number, child age) variables. The subjects in this study were 191 teachers in kindergartens and child-care centers in G region in Seoul. The overall average of the teacher-child interaction (emotional, verbal and behavioral interactions) was significantly higher, and there were not significant differences depending on the institution type and child group. According to the results of this study, factors of teacher characteristics affected the teacher-child interaction more than child-concerned variables.

• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.633-639
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• 2004

본 연구는 웹의 비동기적 상호작용의 하나인 게시판의 교육적 효과에 대해 연구하는데 있다. 전자게시판의 활용은 주로 학생 상호간의 의사소통 수단으로 활용되어 왔다. 본 논문은 교사의 개입이 없는 방임형 게시판과 교사가 직접 개입하는 교사 개입형 게시판의 의사소통 능력과 상호작용의 질적 수준을 학습효과라는 관점에서 분석한다. 내용 분석을 위한 적절한 도구를 고안하고 교사 개입의 방법과 수준 등에 대한 논의를 한다.

• Journal of Korea Game Society
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• v.9 no.5
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• pp.3-11
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• 2009

Game business has been successfully developed in the world including Korea. Among the many functions, interactivity is the key issue in the state-of-the art gaming system and the success of Nintendo Wii is the example. However, in spite of this success, it is hard to find out the research of the gaming interactivity, for instance what kinds of outcomes are followed by the interactivity. Therefore, the aim of this research tries to disclose the influence of perceived gaming interactivity on various psychological states such as mood, vicarious experience, and vicarious pleasure. The results show that all those factors are influenced by interactivity.

• Journal of Digital Convergence
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• v.16 no.9
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• pp.443-452
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• 2018

The purpose of this study was to examine the effect of job-demands on social worker's organizational commitment. Espically this study focused on the moderating effect of LMX between job-demands and organizational commitment. The sample consisted of 189 social workers in 33 Senior Welfare Centers. The date was analyses using descriptive and multiple regression methods. The major findings of the study firstly were job-demands had negative effect on the social worker's organizational commitment and LMX had positive effect on the social worker's organizational commitment. Secondly, LMX had mederating effect between job-demands and organizational commitment. All these findings were discussed on Social Welfare Center and research.

• Asian Journal of Turfgrass Science
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• v.12 no.2
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• pp.113-126
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• 1998

Wear simulator로 답압이 가해진 크리핑 벤트그라스 (Agrostis palustris Huds.) 훼어웨이에서 관수방법·예지물 순환 및 질소시비수준의 여러 가지 잔디관리 요인이 엽조직 및 토양질소 함유량에 미치는 효과를 알아보기 위해 본 연구를 수행하였다. 연구포장은 'Penncross'크리핑 벤트그라스 반디밭으로 1988년에 sharpsburg silty-clay loam (Typic Argiudoll) 토양에 조성하였으며, 실험은 1989년부터 1991년까지 3년간 수행하였다. Split-split-plot 실험디자인을 사용하여 주구에 daily or biweekly irrigation, 세구에 clipping return or removal, 세세구에 low-N (5g), moderate-N (15g), high-N (25g N m-2 yr-1)처리를 난괴법 3 반복으로 배치하였다. 생육기간중 잔디예초는 12mm 예고로 일주일에 4번 실시하였고, 기타 잔디관리는 high maintenance 수준으로 유지되는 한지형 양잔디 훼어웨이 기준으로 실시하였다. 엽조직 및 토양샘플은 1989년 2회, 1990년과 1991년에는 3회씩 채취하여, 네브라스카 주립대 토양식물분석실에서 분석하였다. 답압이 가해진 크리핑 벤트그라스 훼어웨이 잔디에서 엽조직 질소함유량은 여러 가지 잔디관리 방법간 상호작용 효과가 관찰되었다. 1989년 나타난 질소시비수준과 관수방법간의 상호작용에서 daily irrigation 지역의 엽질소 함유량은 질소시비량이 low-N 수준에서 high-N 수준으로 증가함에 따라 3.51%에서 3.94%로 quadratic pattern으로 증가하였다. High-N 처리지역에서 엽질소 함유량은 daily irrigation 관수방법이 biweekly irrigation 관수방법보다 약 4% 정도 더 많은 것으로 나타났다. 엽질소 함유량은 특히 질소시비 수준에 따라 크게 영향을 받는 것으로 나타났다. 1990년 질소시비량이 low-N 수준에서 high-N 수준으로 증가함에 따라 3.50%에서 4.25%로 quadratic pattern으로 증가하였고, 1991년에는 4.20%에서 4.60%까지 linear pattern으로 증가하였다. High-N 처리구의 엽조직 질소함유량은 low-N 처리구와 비교시 1990년에는 21%, 1991년에는 10% 더 많은 것으로 나타났다. 잔디조성후 시간이 경과함에 따라 엽조직의 질소함유량도 증가하였다. Low-N 수준에서 1991년 엽질소 함유량은 1990년에 비해 20% 증가하였으며, high-N 수준에서는 1991년의 엽조직 질소함유량이 1990년 보다 8% 증가한 것으로 나타났다. 따라서, 잔디조성후 경과기간에 따라 연간 시비량을 조절할 필요가 있으며, 특히 새로 조성된 잔디밭과 조성된 지 어느 정도 지난 기존 잔디밭간에 차별화된 관리프로그램이 필요한 것으로 판단되었다. 잔디관리에서 답압이 가중되는 정도에 따라 지역별로 장기간 차별화된 관리 접근을 해야하고, 정기적으로 토양 및 엽분석을 실시해서 시비프로그램에 활용하는 것이 필요하다 하겠다. 본 연구결과 나타난 잔디관리 요인간 상호작용효과는 잔디관리시 여러 가지 관리방법에 따른 효과를 입체적으로 분석해서 해당 골프장 현실에 적합한 통합적인 잔디관리(integrated turfgrass management)의 필요성을 제시한다고 할 수 있겠으며, 또한 답압가중 정도에 따른 잔디관리요인간의 반응효과차이는 향후 무답압 지역에서 실시된 연구결과를 답압을 받고 있는 경기장 및 골프장 등의 잔디밭에 적용할 경우에는 주의깊게 데이터 활용을 해야 되리라고 사료되었다.

• Journal of the Korea Society of Computer and Information
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• v.14 no.11
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• pp.213-219
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• 2009

This study is that internal members of social welfare are divided into the first organization directly controlling and managing subjects and the second organization supporting and assisting the first one, and both organizations are analyzed through the empirical study about cooperation degree on the basis of interaction degree related with cooperation relationship from interorganizational relationship theories. That is because organic cooperation between both sides is essential element to effectively approach the ultimate purpose which subjects and related people need because of the social welfare business. This result suggests that both sides broadly recognize the need about cooperation between management systems and that it must come first to establish values and behaviors about the cooperation among the persons in charge on the organizational internal level for organic cooperation between organizations.

• Korean Journal of Childcare and Education
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• v.11 no.2
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• pp.311-329
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• 2015

This study examined the influences of children's playfulness and teacher-child interactions on their peer interactions, and investigated whether teacher-child interactions had any moderating effects upon the relation between child playfulness and peer interactions. The participants of this study were 240 children in fourth year classes in child care centers in Seoul and Gyoung-gi province and 24 of their teachers. In order to measure the research variables, the Korean version of PIPPS(Pen Interaction Peer Play Scale) by Choi and Shin(2008), the Children's Playfulness Scale(Barnett, 1991), and the modified version of the Caregiver Interaction Scale(Arnett, 1989) were used. The data were analyzed by means of descriptive statics, Pearson's correlations, and hierarchical regression analysis. The results indicated that children's playfulness and teacher-child interactions had significant effects on their peer interactions. Especially, the teacher-child interactions were related to the play disruption and the play disconnection of peer interactions. In addition, teacher-child interactions moderated the effect of children's social spontaneity(children's playfulness) on their play disconnection(peer interactions). The results have some implications for the role of teacher-child interactions in peer play interactions and a range of prevention efforts.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.11 no.1
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• pp.29-38
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• 2016

The purpose of this study is to review the relationship between transformational leadership(charisma, individual consideration, intellectual stimulation, inspiration) and knowledge management, and the moderating effect of social(trust and interaction) in small business. In order to verify and achieve the purposes mentioned above, questionnaire data are gathered and analysed from 311 subjects in Kangwon-do province. Multiple regression and multiple hierarchical regression analysis were applied to test these hypotheses: 1) the relationship between transformational leadership and knowledge management, 2) the moderating effect of trust on the relationship between transformational leadership and knowledge management, 3) the moderating effect of interaction on the relationship between transformational leadership and knowledge management. Empirical survey's findings are as follows; First, individual consideration and inspiration leadership appeared to be positively related with all knowledge management(knowledge creation, transfer, application). Second, charisma was verified to be positively related with knowledge creation only. Third, charisma and inspirational leaderships were more positively with knowledge creation in higher trust group than in lower trust group. Fourth, intellectual stimulation and inspirational leaderships were more positively with knowledge creation in higher interaction group than in lower interaction group. Fifth, individual consideration was more positively with knowledge application in higher interaction group than in lower interaction group.

• Korean Journal of School Psychology
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• v.18 no.2
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• pp.249-267
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• 2021

This study examined how social withdrawal as an individual factor and discrimination as a contextual factor contributed to depression caused by peer victimization among middle school students. Self-reported data of 1,611 students from 86 classrooms in 7 middle schools was analyzed, using multilevel path analysis. The results indicate that peer victimization had a significant partial mediating effect on the relation between social withdrawal and depression at the individual level. Social withdrawal had a direct positive effect on depression as well as an indirect positive effect on depression via high levels of peer victimization. Discrimination also positively predicted peer victimization at the classroom level. Moreover, classroom-level discrimination moderated the individual-level relations between social withdrawal and peer victimization. The relation between social withdrawal and peer victimization was much stronger as the levels of discrimination in the classroom were higher. These findings shed light on the importance of considering both individual and contextual factors when intervening to prevent peer victimization.