• Journal of The Korean Association For Science Education
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• v.26 no.3
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• pp.376-384
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• 2006

The purposes of this study were to analyze the frequency and type of volition strategy, according to achievement level, employed by students with high learning motivation, and to identify the role volition strategy plays in keeping students motived to learn science. To accomplish these aims, two groups of students(each containing three members) were selected. Students in the two groups both had the same cognitive level and high learning motivation. However, one group's science achievement was high, and the other was low. Through interviews and class observations, volition strategies students in the two groups used when they encountered hindrances in science learning were compared. Results of the study revealed a relationship between achievement level and volition strategy. Students showed differences in the frequency and types of volition strategies used according to science achievement. It was found that students with higher achievement levels used volition strategies more often to overcome hindrances in science learning than those with lower achievement levels. Furthermore, students with higher achievement levels generally used internal mind control strategies while those with lower achievement levels used environmental control strategies. Lastly, findings found that the types of volition strategies used by lower achievement level students were very limited.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.5
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• pp.366-372
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• 2018

The purpose of this study was to investigate the effects of educational evaluation with the application of flipped learning on undergraduate students' self-directed learning ability (cognitive domains, motive domains, conductive domains) and cognitive learning competency (knowledge and thought, creation, problem solving). An educational evaluation class, which applied flipped learning designed on the basis of pre-class, in-class, and post-class, was taught to 57 undergraduate students for twelve of the sixteen weeks of a semester. It was held each week on Thursdays for two (Ed- I don't understand 'for two'). The study results showed that, applying the flipped learning educational education class for undergraduate students improved self-directed learning ability (motivation domains, behavior domains) and cognitive learning competence (higher order thinking, metacognition, creativity tendency, problem-solving process). This study provides meaningful suggestions on exploring instructional design and effective teaching and learning methods applied to flipped learning.

• Informatization Policy
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• v.27 no.3
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• pp.56-81
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• 2020

The purpose of this research is to empirically examine the effects of motivation and skill for digital devices and the Internet on the use of online services in the severely disabled people. In addition to the general effect of digital divide, particularly for the case of severely disabled people, the effects of physical and mental inconvenience of individuals were taken into account and the moderating effect was confirmed by classifying the groups that need help with online activities and those that do not. The 2018 Digital Divide Survey data of the National Information Society Agency was used for the study. As a research method, path analysis and multi-group analysis using a sequence access model to Internet use were performed. As a result, it was confirmed that even in the case of the disabled, the motivational factor affects the skill for digital device operation and Internet use, and this access skill sequentially affects the use of online services. In particular, it was found that the effect of strategic and technical skill for internet use is the most important for the use of online services for the disabled rather than the motivation or a simple operational skill for digital devices. In addition, it was found that even in the disabled group, those requiring help in using the Internet was more passive in using the online service than the rest in the group. The results of this study suggest the need for stronger capacity for physical access as well as support in building strategic and technical skills that enhance responsibilities and protect from risks in using the Internet among the people with disabilities.

• Journal of Digital Convergence
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• v.16 no.3
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• pp.225-236
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• 2018

Organizations continue to invest in the security of information technology as a means to be more competitive than others in their industry do. However, there is a relatively lack of interest in the information security compliance of employees who implement information security technologies and policies of organization. This study finds mechanisms for enhancing security compliance by applying theory of planned behavior, justice theory, and motivation theory in information security field. We use structural equation modeling to verify the research hypotheses, and conducted a survey on the employees of organization with information security policy. The results showed that organizational justice, sanction, and organizational identification affect the factors of the planned behavior theory and affect the employee's compliance intention. As a result, this research suggested directions for strategic approach for enhancing employee's compliance intention on organization's security policy.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.611-630
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• 2011

The purpose of the study was to investigate which psychological factors influence on the gifted students' achievement. As a psychological factor, self-determination, learning goal-orientation, self-efficacy, belief of intelligence, and self-regulated learning strategy were examined. The difference in psychological factors between the gifted with high achievement and the gifted with low achievement was to explored. For the study 128 gifted students' data from second-year data of Korean Education Longitudinal Study (KELS) were selected and analyzed. The findings indicate that the predictors of gifted students' achievement are extrinsic regulation, identified regulation, mastery-approach goal, self-efficacy, elaboration, and meta-cognition factor. Especially, the factor of elaboration and identified regulation are the strongest predictors. The findings from t-test analysis indicate that the gifted with low achievement show the low level in self-determination, mastery-approach, self-efficacy, elaboration, meta-cognition, place management and seeking social assistance from teacher. Therefore the developing elaboration, one of regulation learning strategy, is essential to improve the achievement of the gifted students with low scores.

• Journal of Intelligence and Information Systems
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• v.10 no.2
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• pp.189-209
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• 2004

The collaboration between businesses in a demand chain has three layers: Integration, Exchange, and Synchronize. The latter the layer is, the stronger the collaboration gets. This paper investigated drivers influencing intelligent demand chain integration strategy (supply integration, demand integration, demand chain integration) in Korea manufacturing and services. The drivers are classified into two types: rational efficiency driven and bandwagon driven. We find tile differences in the characteristics of drivers affecting the strategies. Besides, this study suggests the better integration strategy for Korea firms. In conclusion it says that demand integration strategy is chosen to improve efficiency, whereas supply integration strategy is influenced by external pressure.

• Proceedings of the KIPE Conference
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• 2007.07a
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• pp.235-237
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• 2007

최근 신재생 에너지로 풍력 발전 시스템이 중요시 되고 있다. 이에 본 논문에서는 풍력발전 시스템의 Wind Turbine System을 영구자석형 동기기를 이용하여 시뮬레이션 모델을 구현하였다. 시뮬레이션 모델은 회전자 모델, MPPT 알고리즘, 영구자석형 동기기(PMSM) 등으로 구성되어있다. Wind Blade Rotor의 유체역학적 특성 및 가감속 제어전략을 이용하여 Wind Turbine System의 특성을 시뮬레이션 할 수 있도록 하였다. 본 연구 결과는 이후 영구자석형 동기기를 이용한 풍력발전기의 기초 자료로서 이용될 수 있을 것으로 기대된다.

• Journal of Korean Home Economics Education Association
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• v.31 no.3
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• pp.135-153
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• 2019

The purpose of this study was to develop teaching-learning plans applying ARCS strategies for food safety education, focusing on units related to the 'food selection and safe cooking'. To achieve this purpose, this study was conducted in the following order of analysis, design, development, assessment I, revision I, assessment II, revision II, and completion. In the analysis stage, 2015 revised curriculum and middle school technology-home economics textbooks(12 kinds) contents of 'food selection and safe cooking' among content elements of core concept 'safety' were analyzed. In the design and development stages, teaching-learning plans, teaching-learning materials, and evaluation rubric for teaching-learning outcomes using the ARCS motivation strategy were developed. In the phases of assessment I and revision I, evaluation items were selected as open-ended questions about food safety education factors and ARCS strategies, and their validities were verified by four experts. The teaching-learning plans for nine lessons were revised based on the feedbacks such as evaluation plans considering the correspondence between instruction and evaluation, strategy to reinforce intrinsic motivation, correction of improper contents composition, and so on. In the phases of assessment II and revision II, the validity of the three items, including relevance of each teaching-learning to food safety education, suitability of learning goals, and appropriateness of motivation strategy, was verified by seven experts. The final teaching-learning plans for 10 lessons were developed by revising and supplementing the data by compiling opinions of the assessment II. It is expected that this study can contribute to food safety education for middle school students, and that teaching-learning plans which apply ARCS strategies for food safety education will be used as good references for school teachers and curriculum developers.

• The Journal of the Korea Contents Association
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• v.21 no.5
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• pp.627-637
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• 2021

Many efforts have been made to prevent alcohol related harms such as health problems and socio-economic problems. Among them, the method of improving drinking behavior at the individual level is the most direct intervention. The effectiveness of the use of protective behavior strategies(PBS) has been widely known in Western countries. The purpose of this study is to empirically verify whether the use of PBS affects alcohol related harms in Korean adults. The survey has been conducted on 2,000 adult men and women. As a result, it is found that the use of PBS reduced alcohol related harms in adults. Among the PBS, the biggest impact on alcohol related harms is the area related serious harm reduction strategy, followed by restrictions on 'manner of drinking'. The effects of 'limiting/ stopping of drinking' is not significant. In addition, drinking frequency, binge drinking, and drinking motivations have significant positive effects on alcohol-related harms, and only social motivation has a negative effect. In this work, we propose follow-up studies on identifying relationships between protective behaviors and alcohol related factors through longitudinal studies and strengthening the use of protective behavior strategies that applied to the refined target populations.

• Journal of Gifted/Talented Education
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• v.23 no.2
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• pp.257-273
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• 2013

The purpose of this study was to explore a more useful identification method by comparing diverse selection approaches for the gifted education programs at the each elementary school. Diverse selection methods examined in the study include 'written examinations', 'mixed evaluation', 'achievement test scores', and 'self-recommendation'. For the study, each identification group's gifted students' characteristics, such as intelligence, creativity, motivation and self-regulated learning strategies, were compared. The subjects of the study were a total of 594 gifted and normal students. The results of this study were as follows: First, there were no statistically significant differences between students in each gifted education class and gifted students who belong to the regional gifted education programs which are considered higher level of gifted education programs. While, there were statistically significant differences between two groups of gifted students and general students in all aspects examined, such as intelligence, creativity, motivation and learning strategies. In addition and most importantly, diverse identification method utilized in each school showed differences in gifted students' characteristics. Especially, students who were selected through the self-recommendation showed significantly lower intelligence, creativity, motivation and learning strategies. The implications of the study related to the identification and education for the gifted at each elementary school were discussed in depth.