• Research in Mathematical Education
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• v.8 no.1
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• pp.1-18
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• 2004

Current interest in mathematics learning that focuses on understanding, mathematical reasoning and meaning making underscores the need to develop ways of analyzing classrooms that foster these types of learning. In this paper, the author show that the constructs of social and socio-mathematical norms, which grew out of taking a symbolic interactionist perspective, and Toulmins scheme for argumentation, as elaborated for mathematics education by Krummheuer [The ethnology of argumentation. In: The emergence of mathematical meaning: Interaction in classroom cultures (1995, pp. 229-269). Hillsdale, NJ: Erlbaum], provide us with means to analyze aspects of explanation, justification and argumentation in mathematics classrooms, including means through which they can be fostered. Examples from a variety of classrooms are used to clarify how these notions can inform instruction at all levels, from the elementary grades through university-level mathematics.

• Asia pacific journal of information systems
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• v.32 no.1
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• pp.151-167
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• 2022

This paper is motivated by social influence theory implying the multilevel nature of knowledge management (KM) in an organization. Organizational knowledge is generated and distributed by individuals from different groups across organizational boundaries. Its transfers are supported by IS/IT practice, i.e., the individual and collective use of the technology available in the organization. I propose a multilevel perspective to explain how IS/IT practice supports multilevel KM capabilities to manage organizational knowledge successfully and how the effectiveness of multilevel KM capabilities expands into the improvement of multilevel task-related organizational performance. The multilevel KM theory extends the knowledge-based view of the firm by describing the dynamic process through which strategic values of knowledge are generated by IS/IT practice across the organizational levels. This paper also discusses multilevel insights on the strategic value of organizational learning based on the social context of organizations.

• Korean Medical Education Review
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• v.19 no.3
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• pp.158-168
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• 2017

There is a more urgent call for educational methods of machine learning in medical education, and therefore, new approaches of teaching and researching machine learning in medicine are needed. This paper presents a case using machine learning through text analysis. Topic modeling of news articles with the keyword 'asbestos' were examined. Two hypotheses were tested using this method, and the process of machine learning of texts is illustrated through this example. Using an automated text analysis method, all the news articles published from January 1, 1990 to November 15, 2016 in South Korea which included 'asbestos' in the title and the body were collected by web scraping. Differences in topics were analyzed by structured topic modelling (STM) and compared by press companies and periods. More articles were found in liberal media outlets. Differences were found in the number and types of topics in the articles according to the partisanship and period. STM showed that the conservative press views asbestos as a personal problem, while the progressive press views asbestos as a social problem. A divergence in the perspective for emphasizing the issues of asbestos between the conservative press and progressive press was also found. Social perspective influences the main topics of news stories. Thus, the patients' uneasiness and pain are not presented by both sources of media. In addition, topics differ between news media sources based on partisanship, and therefore cause divergence in readers' framing. The method of text analysis and its strengths and weaknesses are explained, and an application for the teaching and researching of machine learning in medical education using the methodology of text analysis is considered. An educational method of machine learning in medical education is urgent for future generations.

• Journal of the Korea Safety Management & Science
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• v.19 no.3
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• pp.81-87
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• 2017

Performance evaluation has been done using financial indices which are generally regarded as inappropriate for the organizations which are innovative and progressive. Thus, the Balanced Scorecard(BSC) was developed considering long term performance and invisible performance. This BSC has four perspectives of finance, customer, internal operation, and learning. Based on the BSC, a new BSC has been derived with a fifth view of environmental and social perspective, which is now called as a Sustainability BSC. In this study, we evaluated Green IT initiatives using the Sustainability BSC. The initiatives are categorized as RFID, telepresence, paperless office, logistics management etc. The initiatives were evaluated from the view of five perspectives, resulting in high cor relationships among finance, internal operation, and environmental and social perspectives. Namely, good initiatives from the view of environmental/social perspective are also evaluated as good from the view of finance and internal operation perspectives. In this study, we recommend organizations to introduce Green IT initiatives by showing how Green IT initiatives have contributed to the organizations.

• Journal of the Korean Society for Library and Information Science
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• v.48 no.4
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• pp.267-295
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• 2014

The purpose of this study is to analyze empirically relationships between learners' psychological factors, knowledge sourcing behavior and knowledge utilization outcomes and to analyze the mediation effect of social learning and relationships among learners. Another purpose is to understand learners' attitude on social learning and knowledge sourcing behavior. The main results of this study are as follows: First, regression results on relationships among learners' psychological factors, knowledge sourcing behavior, knowledge utilization outcomes show that learners' self-efficacy has a positive effect on social learning activity participation, and goal orientation has a positive influence on group knowledge sourcing and social learning activity participation. Users' experiences of social media has a positive effect on group knowledge sourcing, social learning activity participation and social learning interaction. From a knowledge utilization perspective, published knowledge sourcing positively affects knowledge reuse, knowledge application and knowledge innovation. Dyadic knowledge sourcing has positive influence on knowledge reuse. Group knowledge sourcing affects positively knowledge application and knowledge innovation. Second, social learning activity participation factor has full mediation effect on relationship between learners' goal orientation and group knowledge sourcing, and the relationship between users' experiences of social media and group knowledge sourcing. A relationship among members factor has full mediation effect on the relationship between published knowledge sourcing and knowledge reuse, and relationship between published knowledge sourcing and knowledge innovation. Third, the results of in-depth interview show that learners trust and easily collect knowledge from social network services in general. Also, they get a variety of idea for solving information problem from interaction among members in social learning community.

• The Journal of Asian Finance, Economics and Business
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• v.8 no.8
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• pp.637-645
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• 2021

Mobile devices have become attractive learning devices for education. The digitalization of the higher education system in Sri Lanka by 2020 is part of the government's effort to modernize and enhance the country's overall education system particularly in view of the COVID-19 pandemic. Theoretically, this study contributes to the M-Learning model in higher education institutions via the integration of literature on technology adoption (TAM and UTAUT) with the variables of Perceived Usefulness, Perceived Ease of Use, Attitude, Effort Expectancy, Social Influence, and Facilitating Condition. The attitude towards M-Learning amongst higher education students was gauged via an online questionnaire survey. The convenience sample comprised 344 students from the Advanced Technological Institutes (ATI) in Batticaloa District, Sri Lanka. Descriptive statistics, a measurement, and structural model, and hypotheses testing were used to analyze the derived data. The findings indicate that mobile learning is significantly affected by perceived ease of use, social influence, effort expectancy, and facilitating condition, but negatively affected by attitude and perceived usefulness. The exhaustive literature review revealed that there are very few M-Learning studies related to digital learning in the context of higher education in the Batticaloa district.

• Educational Technology International
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• v.13 no.1
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• pp.1-25
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• 2012

Despite the relatively short history of Social Network Sites or Services (SNS), it has quickly gained popularity with more than seven hundred million users all over the globe. The SNS emerged as one of the strongest cultural influences for the contemporary society. The SNS would provide both chances and challenges for Education. The main purpose of the article was to explore the way education react and adapt to the emergence of social network and SNS. It tried to provide major theoretical grounds that bridge education and social network. In the due process, the researchers have examined the curriculum and instructional design process of education from the perspective of disruptive and sustainable aspect of SNS technology. Consequently, four major theoretical grounds were identified and reviewed: Gibson's theory of affordance, Vygotsky's social constructivism, Rha's human visual intelligence theory, and the network theory. By investigating these theories, the educational potentials of social network and SNS were emerged. The SNS was viewed as a new medium with abundant potentials of expanding the learning space, empowering the affective aspects of learning, and facilitating the formation of group intelligence. Finally, some future implications and challenges of SNS were suggested.

• The Journal of the Korea Contents Association
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• v.11 no.7
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• pp.519-527
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• 2011

The e-Learning program is a multimedia data program consisting of texts, images, animation, audio and video. The development of an e-Learning program requires time and is a complex process, requiring cooperation and open-communication between all parties involved, particularly in the event of a problem. This study will analyze the e-Learning contents development process from the Social Negotiation Perspective. An appropriate process for the development of the program and effective decision-making guidelines for those parties involved will be recommended. Participants' viewpoints regarding program development and guidelines were studied qualitatively, while the evaluation of developed content employed both qualitative and quantitative research. The study found the following results. First, the development of an e-Learning program requires a clear goal and purpose. Second, the target group must be clearly identified. Third, all parties involved must share in the development process and its outcomes. Fourth, the party requesting the program must allocate the appropriate time and budget for the development group. Finally, the project requires a strong, capable leadership for effective decision-making.

• Asia pacific journal of information systems
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• v.32 no.1
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• pp.168-190
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• 2022

This review aims to synthesize social network theories by drawing on the importance of social network perspectives in understanding knowledge management with technology in organizations. I provide an overview of prior social network research with the following core ideas: the primacy of relations between organizational actors, the utility of actors' embeddedness in social fields, the social utility of network connections, and the structural patterning of social life. On top of that, I summarize critical social perspectives (the social capital theory, the structural hole theory, the embeddedness perspective, the social exchange theory, the organizational learning theory, and the innovation diffusion theory) to suggest potential research questions for future studies in social network research in the knowledge management discipline.

• Korean Journal of Heritage: History & Science
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• v.56 no.4
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• pp.248-267
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• 2023

Cultural heritage teaching and learning, which uses cultural heritage as educational content, has not been sufficiently analyzed and studied based on clear educational theories so far. Among educational theories, constructivism is a theory in which learning is a process of constructing learning contents determined by learners' individual experiences and interests, and the result is evaluated as a confirmation of whether or not they have the ability to carry out the process. Cultural heritage is a lively and interesting social and cultural product, and it is an educational content that has sufficient educational function and meaning for a textbook. It is considered to be a very meaningful study to apply the constructivist educational theory to the educational contents of cultural heritage with these characteristics. Based on this awareness of the problem, this study examined the characteristics and principles of constructivist teaching and learning, the characteristics of cultural heritage, and the principles of constructivist teaching and learning on a theoretical basis. In addition, from the perspective of constructivism, the current cultural heritage teaching and learning was analyzed and problems were derived. Based on this, the direction of cultural heritage teaching and learning is that the cultural heritage teaching and learning process should be learner-centered, the teaching and learning principle should be cognitive conflict, the teaching and learning content should be in the form of task solving, and teaching and learning activities should be cooperative. presented. In addition, an example of a program was presented to specifically show the actual state of teaching and learning of cultural assets from the perspective of constructivism. Cultural heritage teaching and learning research from the perspective of constructivism will be an opportunity to discover new meanings of cultural heritage that we have not yet found, and it will also serve as an opportunity to present and establish the direction of cultural heritage teaching and learning, which has been barren until now.