• The Journal of the Institute of Internet, Broadcasting and Communication
• /
• v.20 no.2
• /
• pp.215-225
• /
• 2020

This study was performed to identify the education and training characteristics and the educational performance of the incumbent. For the enterprise in the rapidly changing market environment, the human resources is an important factor to secure the market competitiveness, and the enterprise promotes the development of competence and the corporate performance through the education and training. However, in spite of such effort, the continuously increasing turnover rate and the low utilization rate of educational contents make the enterprises to hesitate the investment in the education and training. Although, the researchers are conducting lots of researches on the characteristics and the performance of the education and training, the research focusing on the characteristics and the field utilization of the education and training is not sufficient due to such reasons, Therefore, this study intended to draw the factors of education and training characteristics through existing researches and find out what impact they have actually on the utilization in business by the incumbents through the organizational commitment. In the results of this study, it was shown that the self-efficacy do not have impact on the organizational commitment, the appropriateness of instructor ability has positive (+) impact on the continuous commitment and the emotional commitment, and the work correlation has negative impact on the continuous commitment and the emotional commitment. These results seems to mean that the importance of the instructor ability and the educational program should be increased and it is intended to provide the basic data for the education-related personnel and the related enterprises.

• The Journal of the Korea Contents Association
• /
• v.16 no.1
• /
• pp.190-203
• /
• 2016

Based on the premise that a systematic career process was one of the essential elements of successful task performance both for individuals and the organization in the field of social welfare, this study set out to empirically analyze factors influencing the career commitment of social workers at a multidimensional level and provide practical implications for the directionality of career management on the basis of data with theoretical and statistical accuracy. For those purposes, the study collected individual and organizational characteristics data from 787 social workers at 46 agencies through a structured questionnaire and analyzed influential factors through the multilevel analysis technique by taking organizational effects into account. The analysis results show that explanations by the organization characteristics recorded significant 15% in the total variance of career commitment and that its influential factors included such significant variables as the protean career attitude, desire for growth, human network, and self-efficacy at the individual level and also the qualification compensation system at the organizational level. The study then proposed and discussed integrated practice strategies between individuals and agencies as the measures to promote career success through the activation of individual factors based on the consideration of organizational effects such as the application of an employee assistant program, provision of incentives to professional career development, and shift to a learning organization.

• Journal of The Korean Association of Information Education
• /
• v.9 no.2
• /
• pp.299-308
• /
• 2005

This study attempts to analyze fifteen computer textbooks for the first and second grades in Korea. The textbooks were analyzed by content selection and organization. Evaluation criteria from previous works were selected for this computer textbook study. By analyses of current computer textbooks, some textbooks have a large volume for first and second grade students, and they do not provide enough integration with other subjects. Also, the textbooks provide various activities, practices, and teaching methods, but they do not provide examples of cooperative learning. They do not provide opportunities for individual learning, advanced learning, or remedial learning.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
• /
• v.7 no.1
• /
• pp.57-66
• /
• 2012

This paper analyzes the relationships between knowledge-centered culture, learning process, and knowledge/learning outcomes. Knowledge management researches have emphasized the important role of a knowledge-centered culture in venture business. After a literature review, research model is developed and the research hypothesis is made. And then, the hypothesis is tested using regression analysis with data collected from venture firms. The results of the empirical study show that cooperative learning does not strengthen the knowledge outcomes on the autonomy and organizational climate of knowledge-centered culture.

• STI Policy Review
• /
• v.8 no.2
• /
• pp.49-74
• /
• 2017

What are some of the explanations for cross-national diversity of foresight performance among technological followers? Why are some countries more successful than others in learning how to develop national innovation system foresight? This paper argues that the answers are linked to organizational capacities at three different levels: governmental, policy network and social learning. To corroborate this argument, the paper chose Iran and Korea as benchmarking partners, and attempts to find out what makes Iran a slow learner in building innovation system foresight. The conceptual model is an improved model of Saritas's, by integrating Borras' and Andersen's conceptions and classifications. The data are collected from comprehensive interviews in both countries and second-hand data of international indexes. The paper, finally, concludes that it is the weakness of analytical-systemic capacity that impedes and delays the emergence of systemic foresight in Iran, and that this weakness stems from the adverse impacts of the dominant institutions, surrounding the innovation system. The final point is that it is not sufficient for Iran to learn the methods and techniques of foresight from Korea. It should learn how to open its macro-policy towards the global market and design appropriate industrial strategy in a coherent policy-strategy portfolio.

• KSII Transactions on Internet and Information Systems (TIIS)
• /
• v.18 no.1
• /
• pp.89-104
• /
• 2024

Cloud-based e-learning (CBEL) represents a promising technological frontier. Existing literature has presented a diverse array of findings regarding the determinants that influence the adoption of CBEL. The primary objective of this study is to conduct an exhaustive examination of the available literature, aiming to determine the key predictors of CBEL utilization by employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. A comprehensive review of 35 articles was undertaken, shedding light on the status of CBEL as an evolving field. Notably, there has been a discernible downturn in related research output during the COVID-19 pandemic, underscoring the temporal dynamics of this subject. It is noteworthy that a significant portion of this research has emanated from the Asian continent. Furthermore, the dominance of the technology acceptance model (TAM) in research frameworks is affirmed by our findings. Through a rigorous thematic analysis, our study identified five overarching themes, each encompassing a diverse range of sub-themes. These themes encompass 1) technological factors, 2) individual factors, 3) organizational factors, 4) environmental factors, and 5) security factors. This categorization provides a structured framework for understanding the multifaceted nature of CBEL adoption determinants. Our study serves as a compass, guiding future research endeavours in this domain. It underscores the imperative for further investigations utilizing diverse theoretical frameworks, contextual settings, research methodologies, and variables. This call for diversity and expansion in research efforts reflects the dynamic nature of CBEL and the evolving landscape of e-learning technologies.

• Management & Information Systems Review
• /
• v.37 no.3
• /
• pp.1-25
• /
• 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 Digital Convergence
• /
• v.12 no.3
• /
• pp.105-115
• /
• 2014

This paper aims to examine the mediating effects of psychological capital on the relationships between learning organization and innovative behavior. 310 sheets of questionnaires were gathered from the organizational members of the companies in 5 cities, including Seoul and Pohang and analysed using structural equation modelling technique. The results show followings: First, the human factor of learning organization has a significant influence to the innovative behavior and the psychological capital. Second, structural factor of learning organization has a significant influence to the psychological capital but does not have a significant influence to the innovative behavior. Third, the mediating effect of psychological capital has a significant partial effect between human factor of learning organization and innovative behavior, and full effect between structural factor of learning organization and innovative behavior. The results of this study implies that some guideline could be used in promoting learning organization and making implementing strategy.

• Journal of the Economic Geographical Society of Korea
• /
• v.6 no.1
• /
• pp.61-77
• /
• 2003

Finns are central economic agents that play an important role in systems of innovation as they take responsibility for generating and diffusing knowledge in both organizational and societal context. They must be considered as learning organizations which interact with other finns and institutions that share their environment. The systems of innovation literature accentuates institutional conditions that influence innovation in sectoral, regional or national levels. Meanwhile, it tends to ignore the complex dimensions of finn practices in relation to learning and innovation activities. In this context, this paper attempts to examine what finns do for sustaining innovation and how they learn to innovate. This is not just critical to know individual finns innovativeness which depends on interactions with environments within and outside the organizational boundary but also to evaluate the regional innovation system potential. In short, it is important to see that finns would attempt to take advantage of distributed knowledge within and across the boundaries of the finn without sticking to particular regional innovation systems. I argue that the more finns of a cluster attempt not only to combine localized sources of knowledge and external sources of knowledge but also to become a learning organization, the more increased regional innovation system potentials can be.

• The Journal of Korean Academy of Sensory Integration
• /
• v.16 no.3
• /
• pp.11-21
• /
• 2018

Objective : The purpose of this study is to investigate correlation of sensory processing patterns, learning styles and learning strategies for university students. Methods : Participants of this study are 115 students from K university in Busan, South Korea. Measurements are Adolescent/Adult Sensory Profile (AASP) for sensory processing patterns, the Study Process Questionnaire (SPQ) for learning styles, and the Motivated Strategies for Learning Questionnaire (MSLQ) for learning strategies. The data collected was analyzed by SPSS/WIN 20.0 for chisuare test and Pearson corelation coefficient. Results : For sensory processing patterns and learning styles, there were correlation between low registration type and surface type of learning (p=0.03), and between sensory seeking type and deep type of learning (p=0.02). For sensory processing patterns and learning strategies, sensory seeking type was correlated with organized learning strategy (p=0.00), and sensory sensitivity type was correlated with organizational learning strategy (p=0.03) and meta-cognitive learning strategy (p=0.00). Conclusion : This study found that there is correlation between sensory processing patterns, learning styles and learning strategies with implying learning styles and learning strategies can be different depends on sensory procession pattern. The results of this study can be used as a basic data to select learning type and learning strategy appropriate for an individual based on his or her sensory processing patterns.