• 영어어문교육
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• 제15권2호
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• pp.245-259
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• 2009

The purpose of this study was to investigate English teachers' perceptions about doing their own action research to find out the benefits of involvement in action research. I believe that teachers should engage in curriculum research and development because it relates to their own classrooms and because a primary aim for teacher education program is to give teachers ways of exploring their own classrooms. I focused on 17 graduate students who had undertaken action research during the fall semester of 2007 and administered a questionnaire about their perceptions of doing action research. The results revealed that their perceptions of doing action research fell into the following two categories, positive and negative aspects. For positive aspects, they experienced a sense of personal and professional growth and they underwent identity transformation from passive, etic-oriented, and uncritical to active, emic-oriented, and critical teachers. However, many of them expressed that major obstacles to doing action research were time constraints and lack of skills or training in conducting action research. Thus, it is suggested that both pre- and in-service teachers should consider conducting a language teaching diary study, doing collaborative action research, and acquiring all the necessary skills for conducting action research.

• 한국지구과학회지
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• 제26권4호
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• pp.317-328
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• 2005

This study is a report of the collaborative action research which has been conducted between a Korean earth science teacher and science education researcher. A two-year long action research effort was made in order to improve the teacher’s earth science classrooms in pursuit of constructivist principles of learning. The process of the action research was described with the aim of increasing the awareness of science teachers and science education researchers regarding action research. Quantitative evidence was presented to indicate the effectiveness of the collaborative action research in creating constructivist learning environments in the classrooms. The process and quantitative evidence from the action research permitted a consideration of implications for future efforts to improve science classrooms.

• Educational Technology International
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• 제9권1호
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• pp.1-23
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• 2008

Despite considerable commitment to the application of action learning as an organization development intervention, no identified systematic investigation of action learning practices has been reported. Based on a systematic literature review, the purpose of this paper is to identify whether researchers strike a balance between action and learning in their studies of action learning. Research findings in this study included: (1) only 32 empirical studies were found from the electronic database search; (2) based on the hypothesized continuum of Revans' original proposition of balancing action and learning, the author categorized 32 studies into three groups: action-oriented, learning-oriented, and balanced action learning; (3) there were only nine studies on balanced action learning among 32 empirical studies, whose insights included an effective use of project teams, applications of action learning for organization development, and key success factors such as time, reflection, and management support; (4) case study was among the most frequently used research method and only six quality studies met key methodological traits; and (5) therefore, more rigorous empirical research employing quantitative methods as well as case studies is needed to determine whether researchers strike a balance between action and learning in studies on action learning.

• 한국사회복지학
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• 제61권3호
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• pp.179-204
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• 2009

본 연구는 사회복지학에서의 실행연구 이해와 적용을 높이기 위해 실행연구의 연구 설계 과정에 따라 실행연구 사례를 소개하면서, 사회복지학에서의 유용성을 논의하고자 한 것이다. 즉, '장애인거주시설에서의 이용자 참여 매뉴얼 개발 연구'의 수행 과정을 설명하고, 실행연구과정에서 연구참여자들에게 어떠한 변화가 나타나는지 질적 양적 자료 분석을 통해 실행연구의 효과를 살펴보았다. 이와 함께 실행연구의 사회복지학에의 유용성은 무엇인지를 논의하였다. 이 연구는 국내 최초로 사회복지학에서의 실행연구를 적용한 연구 수행과정 및 그 효과를 탐색함으로써, 사회복지학 실행연구의 이해 및 확산에 기여할 것으로 본다.

• 간호행정학회지
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• 제22권1호
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• pp.46-56
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• 2016

Purpose: Purpose of this study was to identify major trends of action research from 2006 to 2013 and suggest directions for activating and advancing domestic action research in nursing. Methods: A review was made of 118 action research studies in hospital settings reported in international journals. Search from PubMed, Ovid, and CINHAL was done using analysis criteria developed by the researchers. General and methodological characteristics and focus on changing outcomes of action research were analyzed. Results: The major group of researchers belonged to colleges/universities (40.7%). Methods included use of qualitative methods (61.0%), research questions (24.6%), and use of theoretical models (35.6%). Prevalent data collection methods were interviews (20.2%), and 48.3% showed more than a 1-cycle process including spiral circulation structure. Focus of changing outcomes of the 56 papers including more than 1-cycle were practice (66.1%), environment (8.9%), client-nurse (7.1%). Conclusion: Trends in action research in nursing were identified providing necessary reasons to increase action research in nursing as follows: needs of various researchers including stakeholders as well as healthcare providers, various research designs including unconstrained reflection and writing, specific presentation of adapted theoretical models and action strategies, and quality assurance for validity and reliability of research processes and outcomes.

• East Asian mathematical journal
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• 제37권2호
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• pp.245-262
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• 2021

This study describes a sixth-grade teacher's professional development journey through action research for improving students' responses in a mathematics class. In the action research, the influence a teacher's questioning tactics would have on students' ability to determine answer reasonability to mathematics problems was investigated. Drawing on qualitative analysis of the teacher's lessons, reflection journal and interviews as well as the classroom students' questionnaires and interviews, this study examines how action research can affect the teacher and the classroom students. The results suggest the popularization of action research among teachers by teacher training and development programs showing the positive changes in the teacher's performance leading to improved student responses.

• ETRI Journal
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• 제39권4호
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• pp.502-513
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• 2017

For video understanding, namely analyzing who did what in a video, actions along with objects are primary elements. Most studies on actions have handled recognition problems for a well-trimmed video and focused on enhancing their classification performance. However, action detection, including localization as well as recognition, is required because, in general, actions intersect in time and space. In addition, most studies have not considered extensibility for a newly added action that has been previously trained. Therefore, proposed in this paper is an extensible hierarchical method for detecting generic actions, which combine object movements and spatial relations between two objects, and inherited actions, which are determined by the related objects through an ontology and rule based methodology. The hierarchical design of the method enables it to detect any interactive actions based on the spatial relations between two objects. The method using object information achieves an F-measure of 90.27%. Moreover, this paper describes the extensibility of the method for a new action contained in a video from a video domain that is different from the dataset used.

• 지식경영연구
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• 제4권2호
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• pp.55-77
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• 2003

In this study, some issues that are related to embody the original conception and ideal of action learning are explored in terms of misunderstanding and misuse of action learning in Korean corporate context. The conception of action learning is deconstructed through the lens of 'action' and 'learning' concept, followed by conceptual analysis to the nature of 'action' and 'learning'. Based upon this conceptual deconstruction of 'action' and 'learning', this study is conducted to categorize the concept of 'action' and 'learning' into several representative attributes. Categorization of 'action' and 'learning' leads to draw some adjectives, for examples, reflective, dynamic, complex, nonlinear, that are critical for characterizing action learning. That is, the nature and ideal of action learning are critically reviewed with the reconceptualization of 'action' and learning, which are deconstructed. The Discussion of final thoughts is on what kinds of knowledge perspectives action learning holds in comparison with those of knowledge management and on how to facilitate knowledge construction and sharing with action learning.

• Journal of Information Technology Applications and Management
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• 제22권1호
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• pp.109-130
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• 2015

This study aims to provide the results of a case study, based on the action research approach, in which an user-oriented management system for enterprise information systems operational performance is successful developed and applied. This study performs the research and summarizes the results by adopting 5-step approach of action research, i.e., diagnosing, action planning, action taking, evaluating and specifying learning. The most important lessons learned from the study include (1) operation performance measures should be established to be shared by the management and users; (2) evaluation and improvement activities should be performed continually; and (3) formula to calculate the measure should be evolved so that improvement initiatives can be identified. The results of the study are expected to provide the companies intending to develop a management system for enterprise information systems operational performance with the practical and useful information. In addition, it is expected to suggest the research results that can be utilized as a basis for future research in this area.

• 전자통신동향분석
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• 제36권2호
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• pp.75-82
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• 2021

Online action detection (OAD) in a streaming video is an attractive research area that has aroused interest lately. Although most studies for action understanding have considered action recognition in well-trimmed videos and offline temporal action detection in untrimmed videos, online action detection methods are required to monitor action occurrences in streaming videos. OAD predicts action probabilities for a current frame or frame sequence using a fixed-sized video segment, including past and current frames. In this article, we discuss deep learning-based OAD models. In addition, we investigated OAD evaluation methodologies, including benchmark datasets and performance measures, and compared the performances of the presented OAD models.