• Asia pacific journal of information systems
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• v.19 no.2
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• pp.43-72
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• 2009

Recently, user-created content (UCC) have emerged as popular medium of on-line participation among users. The Internet environment has been constantly evolving, attracting active participation and information sharing among common users. This tendency is a significant deviation from the earlier Internet use as an one-way information channel through which users passively received information or contents from contents providers. Thanks to UCCs online users can now more freely generate and exchange contents; therefore, identifying the critical factors that affect content-generating activities has increasingly become an important issue. This paper proposes a set of critical factors for stimulating contents generation and sharing activities by Internet users. These factors were derived from the theories of folklores such as tales and songs. Based on some shared traits of folklores and UCC content, we found four critical elements which should be heeded in constructing UCC contents, which are: context of culture, context of situation, skill of generator, and response of audience. In addition, we selected three major UCC websites: a specialized contents portal, a general internet portal, and an official contents service site, They have different use environments, user interfaces, and service policies, To identify critical factors for generating, sharing and transferring UCC, we traced user activities, interactions and flows of content in the three UCC websites. Moreover, we conducted extensive interviews with users and operators as well as policy makers in each site. Based on qualitative and quantitative analyses of the data, this research identifies nine critical factors that facilitate contents generation and sharing activities among users. In the context of culture, we suggest voluntary community norms, proactive use of copyrights, strong user relationships, and a fair monetary reward system as critical elements in facilitating the process of contents generation and sharing activities. Norms which were established by users themselves regulate user behavior and influence content format. Strong relationships of users stimulate content generation activities by enhancing collaborative content generation. Particularly, users generate contents through collaboration with others, based on their enhanced relationship and specialized skills. They send and receive contents by leaving messages on website or blogs, using instant messenger or SMS. It is an interesting and important phenomenon, because the quality of contents can be constantly improved and revised, depending on the specialized abilities of those engaged in a particular content. In this process, the reward system is an essential driving factor. Yet, monetary reward should be considered only after some fair criterion is established. In terms of the context of the situation, the quality of contents uploading system was proposed to have strong influence on the content generating activities. Among other influential factors on contents generation activities are generators' specialized skills and involvement of the users were proposed. In addition, the audience response, especially effective development of shared interests as well as feedback, was suggested to have significant influence on contents generation activities. Content generators usually reflect the shared interest of others. Shared interest is a distinct characteristic of UCC and observed in all the three websites, in which common interest is formed by the "threads" embedded with content. Through such threads of information and contents users discuss and share ideas while continuously extending and updating shared contents in the process. Evidently, UCC is a new paradigm representing the next generation of the Internet. In order to fully utilize this innovative paradigm, we need to understand how users take advantage of this medium in generating contents, and what affects their content generation activities. Based on these findings, UCC service providers should design their websites as common playground where users freely interact and share their common interests. As such this paper makes an important first step to gaining better understand about this new communication paradigm created by UCC.

• Proceedings of The Korean Society of Health Promotion Conference
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• 2004.10a
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• pp.111-129
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• 2004

This paper develops the argument that the 'Healthy Cities Approach' extends beyond the boundaries of officially designated Healthy Cities and suggests that signs of it are evident much more widely in efforts to promote health in the United Kingdom and in national policy. It draws on examples from Leeds, a major city in the north of England. In particular, it suggests that efforts to improve population health need to focus on the wider determinants and that this requires a collaborative response involving a range of different sectors and the participation of the community. Inequality is recognised as a major issue and the need to identify areas of deprivation and direct resources towards these is emphasised. Childhood poverty is referred to and the importance of breaking cycles of deprivation. The role of the school is seen as important in contributing to health generally and the compatibility between Healthy Cities and Health Promoting Schools is noted. Not only can Health Promoting Schools improve the health of young people themselves they can also develop the skills, awareness and motivation to improve the health of the community. Using child pedestrian injury as an example, the paper argues that problems and their cause should not be conceived narrowly. The Healthy Cities movement has taught us that the response, if it is to be effective, should focus on the wider determinants and be adapted to local circumstances. Instead of simply attempting to change behaviour through traditional health education we need to ensure that the environment is healthy in itself and supports healthy behaviour. To achieve this we need to develop awareness, skills and motivation among policy makers, professionals and the community. The 'New Health' education is proposed as a term to distinguish the type of health education which addresses these issues from more traditional forms.

• 한국벤처창업학회:학술대회논문집
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• 2017.08a
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• pp.1-13
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• 2017

In the era of the 4th Industrial Revolution, as the importance of creative talent became more and more important, we recognized the urgent need for start-ups to innovate new growth industries and creative talents to lead these eras.And the importance of entrepreneurship education emphasized in entrepreneurship education and the necessity of creativity competency education.However, there is a lack of research on how creativity competency education affects entrepreneurship intention for college students. Especially, research on the moderating effect of social support on the effect of entrepreneurship through education is very insufficient. The purpose of this study is to examine the effects of creativity competence education on the will of entrepreneurship and empowerment of social support. For this purpose, 393 college students were used for empirical analysis for 1 month from August 2016. As a result of this study, the ability of communicative communication and creative problem solving had a positive effect on self - efficacy. On the other hand, innovative work behavior abilities did not directly affect self-efficacy. In addition, creative problem solving ability and innovative work behavior ability had a positive effect on the will to start up. Collaborative communication skills, however, did not directly affect the willingness to start a business. Self - efficacy has a positive effect on the will of founding. Finally, the moderating effect of social support between self-efficacy and willingness to work was not directly affected. The implication of this study is that the effect of the creativity competency education on college students has a positive effect on the self - efficacy of self and the positive influence on the will to start up. The results of this study are as follows. First, it is found that the influence of social support (parental support) is not positively influenced by the control effect of the parents. In the case of college students, As well as the need to do so. Therefore, in order to further increase the willingness of young people to establish a university in the university, it is necessary to provide education and programs not only for direct education for college students, but also for improving the understanding of the talents and entrepreneurship required by the age of their parents.

• Asia pacific journal of information systems
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• v.22 no.2
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• pp.39-69
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• 2012

With the advent of communication technologies including electronic collaborative tools and conferencing systems provided over the Internet, virtual collaboration is becoming increasingly common in organizations. Virtual collaboration refers to an environment in which the people working together are interdependent in their tasks, share responsibility for outcomes, are geographically dispersed, and rely on mediated rather than face-to face, communication to produce an outcome. Research suggests that new sets of individual skill, knowledge, and ability (SKAs) are required to perform effectively in today's virtualized workplace, which is labeled as individual virtual competence. It is also argued that use of online social networking sites may influence not only individuals' daily lives but also their capability to manage their work-related relationships in organizations, which in turn leads to better performance. The existing research regarding (1) the relationship between virtual competence and task performance and (2) the relationship between online networking and task performance has been conducted based on different theoretical perspectives so that little is known about how online social networking and virtual competence interplay to predict individuals' task performance. To fill this gap, this study raises the following research questions: (1) What is the individual virtual competence required for better adjustment to the virtual collaboration environment? (2) How does online networking via diverse social network service sites influence individuals' task performance in organizations? (3) How do the joint effects of individual virtual competence and online networking influence task performance? To address these research questions, we first draw on the prior literature and derive four dimensions of individual virtual competence that are related with an individual's self-concept, knowledge and ability. Computer self-efficacy is defined as the extent to which an individual beliefs in his or her ability to use computer technology broadly. Remotework self-efficacy is defined as the extent to which an individual beliefs in his or her ability to work and perform joint tasks with others in virtual settings. Virtual media skill is defined as the degree of confidence of individuals to function in their work role without face-to-face interactions. Virtual social skill is an individual's skill level in using technologies to communicate in virtual settings to their full potential. It should be noted that the concept of virtual social skill is different from the self-efficacy and captures an individual's cognition-based ability to build social relationships with others in virtual settings. Next, we discuss how online networking influences both individual virtual competence and task performance based on the social network theory and the social learning theory. We argue that online networking may enhance individuals' capability in expanding their social networks with low costs. We also argue that online networking may enable individuals to learn the necessary skills regarding how they use technological functions, communicate with others, and share information and make social relations using the technical functions provided by electronic media, consequently increasing individual virtual competence. To examine the relationships among online networking, virtual competence, and task performance, we developed research models (the mediation, interaction, and additive models, respectively) by integrating the social network theory and the social learning theory. Using data from 112 employees of a virtualized company, we tested the proposed research models. The results of analysis partly support the mediation model in that online social networking positively influences individuals' computer self-efficacy, virtual social skill, and virtual media skill, which are key predictors of individuals' task performance. Furthermore, the results of the analysis partly support the interaction model in that the level of remotework self-efficacy moderates the relationship between online social networking and task performance. The results paint a picture of people adjusting to virtual collaboration that constrains and enables their task performance. This study contributes to research and practice. First, we suggest a shift of research focus to the individual level when examining virtual phenomena and theorize that online social networking can enhance individual virtual competence in some aspects. Second, we replicate and advance the prior competence literature by linking each component of virtual competence and objective task performance. The results of this study provide useful insights into how human resource responsibilities assess employees' weakness and strength when they organize virtualized groups or projects. Furthermore, it provides managers with insights into the kinds of development or training programs that they can engage in with their employees to advance their ability to undertake virtual work.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.539-550
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• 2016

The purpose of the study is to conceptualize SSI-PCK by identifying major components and sub-components to promote science teachers' confidence and knowledge on teaching SSIs. To achieve this, I conducted extensive literature reviews on teachers' perceptions on SSI, case studies of teachers addressing SSIs, SSI instructional strategies, etc. as well as PCK. Results indicate that SSI-PCK include six major components: 1) Orientation for Teaching SSI (OTS), 2) Knowledge of Instructional Strategies for Teaching SSI (KIS), 3) Knowledge of Curriculum (KC), 4) Knowledge of Students' SSI Learning (KSL), 5) Knowledge of Assessment in SSI Learning (KAS), and 6) Knowledge of Learning Contexts (KLC). OTS refers to teachers' instructional goals and intentions for teaching SSIs. Teachers often present a) activity-driven, b) knowledge and higher order thinking skills, c) application of science in everyday life, d) nature of science and technology, e) citizenship and f) activism orientations for teaching SSIs. KIS indicates teachers' instructional knowledge required for effectively designing and implementing SSI lessons. It includes a) SSI lesson design, b) utilizing progressive instructional strategies, and c) constructing collaborative classroom cultures. KC refers to teachers' knowledge on a) connection to science curriculum (horizontal/vertical) and b) connection to other subject matters. KSL refers to teachers' knowledge on a) learner experiences in SSI learning, b) difficulties in SSI learning, and c) SSI reasoning patterns. KAS indicates teachers' knowledge on a) dimensions of SSI learning to assess, and b) methods of assessing SSI learning. Finally, KLC refers to teachers' knowledge on the cultures of a) classrooms, b) schools, and c) community and society where they are located when teaching SSIs.