• Cartoon and Animation Studies
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• s.36
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• pp.121-145
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• 2014

Operating under the principle of user-benefit maximization and democratic user-control, cooperatives are being spot-lighted as a business model satisfying the various social, financial needs. In Korea, the Law of Cooperative was enacted as of December 2012, which has enabled the establishment of cooperatives in variety of industry fields. This study is to discuss the expected effect and validity of marketing cooperative as a solution for insufficient sales revenue in international distribution of Korean animation. The interviews with Korean animation studios found out the key problems of overseas distribution, which are; 1) lack of marketing expertise and weak organization, 2) lack of ancillary rights exploitation due to the deals based upon all rights package with the broadcasters who are not interested in ancillary business, 3) lack of localized marketing support in each territory. The solution for these problems takes large and long-term marketing investment and it is far beyond the capabilities of small Korean animation studios. Marketing cooperative can provide services not available otherwise such as in-depth market research which will help the improvement of international marketing expertise. Also. as the cooperative carries enough volume of animation catalogue, it can increase negotiation power satisfying the various needs of buyers. Also, it can provide the precise marketing support for each territory by integrating every process of value chain, from TV broadcasting, merchandising, and digital media platform. Above all, a clear benefit of marketing cooperative is that, because of its user-benefit and user-control principle, the principal-agent problem can be minimized while it maximizes the profit for member studios.

• Journal of Engineering Education Research
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• v.11 no.4
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• pp.109-114
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• 2008

The purpose of this study was to investigate the relationship between self-leadership and teamwork in cooperative learning of capstone design. The results showed significant relationship between self-leadership and teamwork, with high self-leadership group obtaining higher teamwork scores than low self-leadership group. The results of stepwise analysis suggested that cognitive-oriented strategies, including cooperating more pleasant and enjoyable features into a given task, focusing on the task's inherently rewarding aspects, and focusing thoughts on positive aspects of the task, were the best predictors of overall teamwork. Therefore, it would be useful to provide the engineering students with the opportunities to develop their cognitive-oriented self-leadership strategies.

• The Journal of Korean Association of Computer Education
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• v.14 no.5
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• pp.71-79
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• 2011

We designed and implemented a cooperative learning system using social network service which can be utilized on a smart phone for users to read each other's posting once they upload posting and to give feedback concerning the posting in real time without the need for accessing a relevant website, through the installation of a necessary application which makes it possible for learners to interact at any time in any place on a smart phone. The developed program is used as an intermediate tool for real-time communications so as to aid in solving the task of learners, and it was made to boost academic achievement as well as interest in learning through real-time interactions and feedback. Furthermore, the program was designed in such a way that an instructor actually helps learners by closely identifying their levels based on accumulated data.

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.65-85
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• 2003

The purpose of this research is to increase mathematical problem solving abilities VIa STAD evaluation after completing classes. to which ST AD group study is applied, and promoting the learning accomplishments of students by developing gradual self-leading learning materials about the research project on ' How to use an hour math class efficiently\ulcorner ' For this purpose, the items below were studied. Firstly, gradual self-leading learning materials were developed and applied which were composed of textbook abstracts, basic problems, developing problems and intensive problems rather than existing textbooks. Secondly, the ST AD group study model was selected and applied which invokes competitions among small groups of which learning goals were clear. individual responsibility was important. and successive opportunities were equal. The evaluation using STAD at each end of a chapter was announced instantly using the EXCEL scoring system. Though the results of experimental classes were limited in their size. experimental time, and class selection, there were meaningful changes in the aspect of being able to heighten the accomplishment desire of students by inducing voluntary competitions among small groups without any student omitted. As the result of applying this research to my class, the ST AD group study using gradual self-leading learning materials invoked the interests of students and increased learning accomplishments via increasing problem solving abilities in mathematics. The ST AD group study was easy to use by beginning teachers, and its process was simple. It increased interactions among students and learning motives because its compensation system was open to all students. Among various studying methods for small groups. STAD group study is expected to be widely used for mathematics classes.

• Korean Journal of Child Studies
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• v.22 no.2
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• pp.77-90
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• 2001

This study used 2 coordination tasks to examine the strategy and quality of interactions between mothers and their children. Results were: (1) Most frequently employed strategies of mothers were feedback, orders, explanations followed by questions and opinions. Most frequently employed strategies of children were offering opinions followed by recognition and explanation. (2) In mother-initiated interactions, the mother's-question/child's-opinion sequence was most frequent, and child's acceptance of mother's order, explanation, suggestion, or opinion; child's question to mother's order, and child's explanation were also frequent. In child-initiated interactions, child's-opinion/mother's-feedback occurred most frequently. Mothers' feedback to child's explanation, acceptance, and question was also observed. (3) When mothers and children used strategies of low quality, such as rejection or reprimand, the interactions tended to be negative.

• Corrugated packaging logistics
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• s.70
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• pp.99-108
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• 2006

정부의 배추, 무 포장화 시범사업을 계기로 우리조합은 2006년 9월 19일부터 20일까지 골판지포장 배추의 확산을 모색하기 위하여 배추시범출하사업을 추진하였으며, (사) 전국농산물산지유통인중앙협의회, 농림부, 골판지원지업계의 협력을 받아 성공리에 마무리 지을 수 있었습니다. 아시다시피 정부에서 지원한는 배추 포장화시범사업은 김치원료인 배추의 위생성 확보와 거래의 투명화 실현 및 도매시장 내 하역시스템의 완성이라는 목표를 정하여 추진되고 있기 떄문에 장기적으로 골판지포장화가 유일한 대안이라는 점은 인정되지만, 포장화제도 초기에 골판지 소재가 선호되지 않는다면 그 물당 등 대체재와의 지루한 경쟁을 각오해야 할 것입니다. 따라서 골판지포장업계와 관련업계에서는 조기에 골판지포장배추의 시장 정착을 위한 협력과 관심이 반드시 필요하다는 판단에 따라 금번 시범 출하사업과정에서 파악된 문제점과 개선과제 등 참고자료를 다음과 같이 게재하오니, 귀 업무에 활용하시고 골판지포장배추 소비운동 등에 적극 참여하여 주시기 바랍니다.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.360-376
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• 2001

This qualitative research investigated in-service science teachers' perceptions about cooperative learning and their perceived barriers in implementing cooperative learning in their classrooms. The underlying premise for cooperative learning is founded in constructivist epistemology. Cooperative learning (CL) is presented as an alternative frame to the current educational system which emphasizes content memorization and individual student performance through competition. An in-depth interview was conducted with 18 in-service science teachers who enrolled in the first-class teacher certification program during 2001 summer vacation. These secondary school teachers's interview data were analyzed and categorized into three areas: teachers' definition of cooperative learning, issues with implementing cooperative learning in classrooms, and teachers' and students' responses towards cooperative learning. Each of these areas are further subdivided into 10 themes: teachers' perceived meaning of cooperative learning, the importance of talk in learning, when to use cooperative learning, how to end a cooperative class, how to group students for cooperative learning, obstacles to implementing cooperative learning, students' reactions to cooperative learning, teachers' reasons for choosing (not choosing) student-centered approaches to learning/teaching, characteristics of teachers who use cooperative learning methods, and teachers' reasons for resisting cooperative learning. Detailed descriptions of the teachers' responses and discussion on each category are provided. For the development and implementation of CL in more classrooms, there should be changes and supports in the following five areas: (1) teachers have to examine their pedagogical beliefs toward constructivist perspectives, (2) teacher (re)education programs have to provide teachers with cooperative learning opportunities in methods courses, (3) students' understanding of their changed roles (4) supports in light of curriculum materials and instructional resources, (5) supports in terms of facilities and administrators. It's important to remember that cooperative learning is not a panacea for all instructional problems. It's only one way of teaching and learning, useful for specific kinds of teaching goals and especially relevant for classrooms with a wide mix of student academic skills. Suggestions for further research are also provided.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.240-257
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• 2001

Although many attempts have been made to use the Internet for educational purposes, not many attempts have achieved their goals. Such failure is mainly due to the lack of understanding on the way to use the Internet. The goal of this research is to investigate the potentiality of the Project-Based Learning approach using the Internet(NetPBL) and the ways to utilize the NetPBL. The NetPBL can be utilized through various activities such as keypals, mentoring, use of resources, cooperative learning, publishing, survey and data analysis, cooperative problem solving, simulation, and social action. Such diversity of the NetPBL can create a problem-based, context-based and learner-centered environment, which takes various types of the Internet use. In spite of such potentiality, little is known on how to implement the NetPBL. On this point, this research attempts to synthesize instructional strategies to implement the NetPBL at the macro and the micro level. At the macro level, instructional process is divided into four steps such as plan, preparation, implementation and closure, and some instructional suggestions are made for each step. At the micro level, detailed instructional strategies are suggested for the facilitation of self-directed learning and cooperative learning.

• Journal of Gifted/Talented Education
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• v.25 no.1
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• pp.77-93
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• 2015

The purpose of this study was to explore the problem solving strategy for Goldberg machine tasks of the gifted students in elementary science depending on the cognitive style(tendency to field-dependent and field independent). It was aimed to provide suggestions for the features and differences of the problem solving strategies of the gifted students in elementary science according to their cognitive styles. A total of 16 students, from the gifted class of P elementary school in Hwaseong were sampled for the research, cognitive styles Test was conducted to divide the students in teams, and the teams were classified according to cognitive style tendencies to five groups of field-dependent group, weak field-dependent group, mixed group, weak field-independent group and field-independent group. The Goldberg device task given was to make a Goldberg device within the angle framework of (Figure) 1, for a bead to start from the starting point and to reach the final point the last. The results are as follows: First, regarding the plan for producing the device, the stronger the field-independent tendency, they established more specific strategy-reflected plan; the stronger the field-dependent tendency, they established less specific strategy-reflected plan. Second, all cognitive style groups took a limited period of time into consideration, to fabricate the devices for the ball to arrive the last using a fine adjustment rather than many devices. Third, the field-independent group used a lot of logical reasoning; the field-dependent group used a lot of intuitive thinking. Fourth, the field independent group properly utilized strategies such as cooperation and role allocation; the field-dependent group tried to solve the task personally rather than cooperatively with poor role allocation. Fifth, the intermediate mixed group solved the problem better than the inclined groups such as field-dependent or field-independent groups.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.95-105
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• 2004

It is important to understand how pre-service teachers perceive e-learning because their prior-experience with e-learning will have a great impact on their teaching after the graduation. Pre-service teachers (401 students) with cyber learning experience, which is a form of e-learning, were selected in 2004 in May and June. Survey was conducted regarding the instructional experience (working hours, tasks and evaluation, satisfaction about cyber learning and its academic achievement, difficulties and suggestions) and instructional methods (instructional activities, frequencies of interaction, strategies of interaction, collaborative activities, behaviors in the group instructional activities for knowledge development). The results are pre-service teachers tent to spend similar v slightly less working hours for cyber learning, similar or slightly less satisfaction level for the instruction and the academic achievement. It was interesting that female students were more negative than males students, considering female students have been more active in online discussion traditionally. Logical presentation of contents and instructional strategies for the cyber learning were the most wanting suggestions. E-mails and BBS for reference materials were the two most used functions in the online learning. The amount and types of tasks were satisfactory. Students did not interact freely during the group activities, they reported they did not learn much through the group activity. During the group work, they consider they do their roles with responsibility while they have slightly negative responses toward other members' contribution in the group activity. Off line meeting is strongly suggested.