• East Asian Journal of Business Economics (EAJBE)
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• v.5 no.4
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• pp.20-38
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• 2017

Purpose - this study analyzes the impact of restaurant startup education on transfer effects in learning and entrepreneurial intentions based on previous research. Also, problems and ways to provide effective business startup education for a restaurant founder will be proposed based on the result. Research design, data, methodolog - this study collected surveys by conducting direct investigation. From July 20th of 2016 to September 20th of 2016 (approximately 60 days), the survey was collected. Out of 540 surveys, 520 were collected. And excepting 9 surveys which were untrustworthily conducted, total 511 surveys were used for the analysis. Results - First, as a result of the impact of which factor of a restaurant founder's startup education has a positive impact on transfer effect in learning (the satisfaction of startup education and learning transfer), law education, entrepreneurship education and business district analysis education and practical education have turned out be positively related variables. Secondly, as a result of the impact of a restaurant founder's startup education satisfaction on transfer in learning, it has been identified that startup education has a positive impact. Lastly, by conducting an analysis to find out which factor from a restaurant founder's transfer effect in learning has an impact on entrepreneurial intention, all variables, including startup education satisfaction and transfer effect in learning, are positively influencing factors. Conclusions - as startup education satisfaction of a restaurant founder is increasing, there is a higher level of transfer effect in learning. Moreover, as transfer effect of startup business is getting higher, it has an impact on entrepreneurial intention.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.11-23
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• 2013

The main purpose of this study was to examine the mediating effect of participation motivation of continuing professional development between the level of organizational learning transfer climate and learning transfer. In the analysis of the relationship among the level of the organizational learning transfer climate, learning transfer and participation motivation of CPD, organizational learning transfer climate had indirect influence on learning transfer through participation motivation of CPD. Based upon the findings of this study, several suggestions were made to improve professional engineers' participation and learning transfer in CPD and implement future research on professional engineer's CPD.

• Educational Technology International
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• v.16 no.2
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• pp.183-200
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• 2015

This study investigated the effect of learning achievements and cognitive load according to different types of presenting learning materials and epistemological beliefs (EB). Learning achievements in this study were composed by retention and transfer of ill-structured problem. A total of 80 college students participated in the study. Prior to the learning, students were guided to fill out a questionnaire regarding epistemological beliefs and a prior knowledge test. The students of each group studied with a different type of reading material: full text (FT), full text including key questions (KeyFT) and full text including a concept map (CmFT). After a session of study was finished, they were asked to complete the posttest: retention and transfer. The results showed that there was a significant difference in transfer achievements. CmFT outperformed higher scores than the other types. There was no significant difference in retention among the groups. It is strongly believed that the types of presenting learning materials may have affected the understanding of ill-structured problem solving skills. Students with sophisticated EB showed higher achievements on retention and transfer than naive-EB and mixed-EB. Even though the data showed decrease of the cognitive load on the type of materials and EB, there were no significant differences on the cognitive load. We should consider a positive effect of types of presenting learning materials and EB enhancing capabilities of solving ill-structured problems in real life.

• Journal of Agricultural Extension & Community Development
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• v.23 no.3
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• pp.233-242
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• 2016

This study aimed to analyze educational satisfaction and the relationship between learning transfer and learning persistence shown after actual education targeting students who participated in the agricultural education and training. Conclusions based on the study results can be suggested as follows. First, of the factors related to learning persistence, satisfaction of educational contents turned out to be a statistically significant factor with a positive effect in the agricultural education and training. Students participating in the agricultural education and training have a conspicuous object to learn for improving ability which is necessary for and applicable to agriculture. Second, of the three factors related to learning transfer in the agricultural education and training, satisfaction of educational contents, educational facilities and satisfaction of environment turned out to have a positive effect. Third, results show that satisfaction of instructors does not affect both learning persistence and learning transfer. Lastly, in case of education and training for field practice, this study is suggesting the necessity of research by accessing in a concrete and detailed manner such as learning contents, instructors, educational facilities and satisfaction of environment from the comprehensive concept of educational satisfaction in the directivity of study related to satisfaction.

• Education of Primary School Mathematics
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• v.18 no.1
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• pp.31-44
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• 2015

This study aims to test effect of transfer learning program rather than students' transfer ability. For these purpose, firstly this study design transfer learning program to apply from 'rate concept' in learning math class to 'velocity concept' in science class. Subsequently, this study is to analyze whether this program affect on 'the rate concept understanding' and 'the mathematics learning attitude'. Followings are the findings from this study. First, transfer learning program affect on improving students' rate concept understanding. Moreover, 17 among 35 students' who stay in 'ratio level' move to 'internalized ratio level'. Second, besides transfer learning program is not only cause to change students' learning attitude, this program impact on changing their learning attitude positively. The study has an important implications in that it designed new learning program that students experience transfer and test its effect.

• Management & Information Systems Review
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• v.37 no.3
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• pp.1-25
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• 2018

This research performed the empirical test for the effects of learning transfer on perceived usefulness, perceived ease of use, self-efficacy and work environment using 390 employees who have experienced e-learning in domestic and foreign companies. Analyzed the mediating effects of self-efficacy and work environment in addition to direct effect of each factor on learning transfer. The results showed that perceived usefulness and perceived ease-of-use of e-learning learner had a positive(＋) effect on self-efficacy and a positive influence on supervisor and peer support and organizational climate. Self-efficacy showed a positive effect on learning transfer, and supervisor support, peer support and organizational climate had a positive influence on learning transfer as well. Perceived usefulness also had a positive effect on learning transfer. However, perceived ease-of-use had no significant effect on learning transfer. As a result of the mediating effect analysis, self-efficacy and work environment were analyzed to have mediating effects between perceived usefulness, perceived ease of use, and learning transfer. The implications of this study are as follows. First, this study designed a new research model that reflects factors influencing the effect of learning transfer on acceptance of e-learning that is common in corporate education. It has derived a research model of perceived usefulness and perceived ease-of-use, which were used as mediating variables for external characteristics factors, as independent variables, using self-efficacy and work environment as mediating variables, which were studied as external factors. Second, most of the studies on technology acceptance model and learning transfer are conducted in a single country. The reliability was enhanced by testing the study models using different samples from 26 countries. Third, perceived usefulness and ease-of-use in existing studies have been considered as key determinants of acceptance intention and learning transfer. This study explored the mediating effects of learner and environmental factors on the accepted information technology and strengthened and supplemented the path of learning transfer of perceived usefulness and ease-of-use. In addition, based on the sample analysis of various countries used in this study, it is expected that future international comparative studies will be possible.

• Journal of Engineering Education Research
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• v.27 no.1
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• pp.32-40
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• 2024

This study attempted to develop an efficient management plan that allows both workers and organizations to coexist by analyzing the factors that influence the level of organizational immersion of engineering students. Analysis methods included frequency analysis, t-test, pearson correlation analysis, and hierarchical analysis. Firstly, self-esteem and transfer of learning were influential factors on organizational commitment. Second, self-esteem and transfer of learning were influencing factors of self-efficacy. Third, self-efficacy was an influential factor in organizational commitment. Fourth, self-efficacy appeared as a mediating effect on self-esteem and organizational immersion in learning transfer. Therefore, it is necessary to look for various factors that can increase self-efficacy, and to find opportunities for students to be highly immersed in the organization while studying at the same time.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.897-908
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• 2022

The purpose of this study is to prove the hypothesis that the learning transfer climate, such as individual learning self-efficacy and corporate innovative knowledge transfer, will play a mediating role in the relationship between design competency strengthening education and individual performance considering the designer's characteristics. This is meaningful in expanding the meaning of design education and training by quantitatively analyzing the learning transfer climate that affects learning self-efficacy and organizational culture according to the characteristics of designers, unlike existing studies that simply investigate the satisfaction of education. Specifically, this study set up seven hypotheses, and as a result, it was found that design capacity building education for designers, learning self-efficacy, and learning transfer climate of companies had a significant effect on individual performance.

• Educational Technology International
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• v.9 no.1
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• pp.79-96
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• 2008

The issue of connection between entities has a lengthy history in educational research, especially since it provides the necessary bridge between base and target in analogical transfer. Recently, the connection has been viewed through the application of technology to bridge between sequences in order to be cognitively useful. This study reports the effect of sequence type (AT vs. TA) and connection type (fading vs. popping) on the achievement and analogical transfer in a multimedia application. In the current research, 10th -grade and 11th -grade biology students in Korea were randomly assigned to five groups to test the effects of presentation sequence and entity connection type on analogical transfer. Consistent with previous studies, sequence type has a significant effect: analogical transfer performance was better when base representations were presented first followed by target representations rather than the reverse order. This is probably because presenting a familiar base first helps in understanding a less familiar target. However, no fully significant differences were found with the entity connection types (fading vs. popping) in analogical transfer. According to the Markman and Gentner's (2005) spatial model, analogy in a space is influenced only by the differences between concepts, not by distance in space. Thus connection types fail on the basis of this spatial model in analogical transfer test. The findings and their implications for sequence and connection research and practice are discussed. Leveraging on the analogical learning process, specific implications for scaffolding learning processes and the development of adaptive expertise are drawn.

• Journal of Korea Multimedia Society
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• v.21 no.12
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• pp.1387-1395
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• 2018

Core algorithm of deep learning Convolutional Neural Network(CNN) shows better performance than other machine learning algorithms. However, if there is not sufficient data, CNN can not achieve satisfactory performance even if the classifier is excellent. In this situation, it has been proven that the use of transfer learning can have a great effect. In this paper, we apply two transition learning methods(freezing, retraining) to three CNN models(ResNet-50, Inception-V3, DenseNet-121) and compare and analyze how the classification performance of CNN changes according to the methods. As a result of statistical significance test using various evaluation indicators, ResNet-50, Inception-V3, and DenseNet-121 differed by 1.18 times, 1.09 times, and 1.17 times, respectively. Based on this, we concluded that the retraining method may be more effective than the freezing method in case of transition learning in image classification problem.