• English Language & Literature Teaching
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• v.18 no.2
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• pp.171-187
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• 2012

This study aims to investigate the effects of learning strategy-based early reading instruction for English underachieving students. For this purpose of the study, sixteen learning strategies were driven from the review of previous related literature and the result of the survey conducted to the students and the teachers. Strategy integrated early reading instruction was implemented to nine students for thirteen weeks. The word recognition test was conducted before and after the instruction to examine whether the instruction had effects on the increase of their early reading skill. In addition, in order to investigate certain change in students' affective aspects after the instruction. The research conducted survey to the students. A teacher's field note and students' class journal were also analyzed to verify the results from the quantitative test. The results indicated that the instruction led to the increase of students' early reading skills. It was also found that the instruction motivated the underachieving students to devise a strategy for their learning process.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.7 no.1
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• pp.27-33
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• 2012

The purpose of this research is to investigate the effects of Lubric Learning Strategy Program, to solve problems of the Middle School Students' learning, on learning motivation, self-efficacy and self-regulation. The objects of this investigation was 60 students sampled from the first, second and third year students of Y Middle school in Seoul, which was divided equally -30 students each- into experimental group and control group. The progress covered 10 weeks period, a hour and half every week on Tuesdays and Thursdays. The conclusion derived from the results and discussion is as follows: First, the learning motivation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all suborn ate variables such as class motivation, continuing motivation, intrinsic motivation, and extrinsic motivation. Second, the self-efficacy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as preference level to subjects and self-control efficacy, though did not show notable changes in confidence area. However as confidence area doesn't really matter in total score, Lubric Learning Strategy Program is considered to have good influence in self-efficacy. Third, the self-regulation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all subordinate variables such as self-control mode and inhibitory will mode. Fourth, the use on learning strategy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as rehearsal, elaboration, organization and inspection, though did not show notable changes in schedule and control area. However, as the total score of use on learning strategy has changed prominently, Lubric Learning Strategy Program is considered to have good influence in use of learning strategy.

• Journal of Korea Society of Digital Industry and Information Management
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• v.19 no.1
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• pp.13-21
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• 2023

This study was conducted with students who participated in an online extracurricular after COVID-19 in order to analyze the effects of college students' learning strategy, learning attitude, and achievement motivation on satisfaction. After participating in the online extracurricular, an online survey was conducted, and responses from 163 students were collected. Based on the collected data, the study results were analyzed. The results of the study are as follows. First, learning strategy was found to have a positive effect on satisfaction. These results can be inferred that positive recognition worked in the process of actually applying the learning strategies acquired through the extracurricular to their own learning. Second, learning attitude had a positive effect on satisfaction. The learner's learning attitude to develop necessary skills through experience and the sense of achievement experienced in the process of participating in the online extracurricular had a positive effect on satisfaction. Third, achievement motivation was found to have a positive effect on satisfaction. It can be inferred that the learner's active behavior by participating in the program acts as a motivation for achievement and affects satisfaction. Finally, through this study, a plan for effectively operating extracurricular in an online environment was presented.

• International Commerce and Information Review
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• v.12 no.1
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• pp.271-295
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• 2010

In this study, we investigate the relationships among organizational market orientation, learning orientation, information technology(IT) support for firm resource, IT support for strategy, and balanced scorecard(BSC) performance in export firms. The development of the research model is based on the empirical studies of strategy and resource-based view. The data from the survey was analyzed using Partial Least Squares(PLS). The results from the empirical model suggest that IT support for firm resource is effected by market orientation and learning orientation. And, IT support for strategy is enhanced by IT support for firm resource. Finally, BSC performance of export firms is effected by IT support for strategy.

• Journal of Digital Contents Society
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• v.11 no.2
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• pp.153-160
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• 2010

The purpose of this study was to investigate the elaboration strategy associated with multimedia learning for children. Main subjects of this study, which were 157 eight-, 150 ten- and 152 twelve-year-old children(total: 459). As a result, the elaboration strategy could find the facts to be effective to twelve-year-old children. And the elaboration strategy at cognitive style was not significant. We would suggest that the age is a significant variable to apply the elaboration strategy in multimedia learning.

• ETRI Journal
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• v.31 no.4
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• pp.419-428
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• 2009

A question answering (QA) system can be built using multiple QA modules that can individually serve as a QA system in and of themselves. This paper proposes a learnable, strategy-driven QA model that aims at enhancing both efficiency and effectiveness. A strategy is learned using a learning-based classification algorithm that determines the sequence of QA modules to be invoked and decides when to stop invoking additional modules. The learned strategy invokes the most suitable QA module for a given question and attempts to verify the answer by consulting other modules until the level of confidence reaches a threshold. In our experiments, our strategy learning approach obtained improvement over a simple routing approach by 10.5% in effectiveness and 27.2% in efficiency.

• The Journal of Information Systems
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• v.22 no.1
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• pp.89-116
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• 2013

The influence factors on the development of information technology(IT) infrastructure for knowledge management(KM) were not empirically investigated and identified. This study empirically examines the relationships among strategic performance measurement systems(SPMS), organizational learning, the strategic alignment of business strategy with information systems(IS) strategy, which is the necessary condition to provide the kinds of knowledge required for the successful realization of business strategy, and the active construction of IT infrastructure for KM. This study demonstrates that SPMS directly affects the organizational learning, with which the members of an organization acquire the types of knowledge about strategic goals or objectives and the ways attaining these goals, and indirectly influences the IS strategic alignment through organizational learning. Thus, the alignment between business strategy and IS strategy can be facilitated and activated by the adoption and implementation of SPMS. According to the results of this study, it is observed that the IS strategic alignment and organizational learning positively affect the activation of the development of KM IT infrastructure in a firm. The results of this study also shows that the construction of KM IT infrastructure, which supports the realization of KM activities, such as knowledge creation, transfer and sharing, can enhance the strategic position of a firm, and the intensified competitiveness of a firm can lead to the improvement of performance.

• Journal of The Korean Association For Science Education
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• v.24 no.1
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• pp.1-16
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• 2004

The purpose of this study was to examine the role of cognitive conflict in the conceptual change process. Ninety-seven high school students in Korea participated in this study. Before instruction, we conducted pretests to measure learning motivation and learning strategies. During instruction, we tested the students' preconceptions about Newton's 3rd Law and presented demonstrations. After this, we tested the students' cognitive conflict levels and provided students learning sessions in which we explained the results of the demonstrations. After these learning sessions, we tested the students' state learning motivation and state learning strategy. Posttests and delayed posttests were conducted with individual interviews. The result shows that cognitive conflict has direct/indirect effects on the conceptual change process. However, the effects of cognitive conflict are mediated by other variables in class, such as state learning motivation and state learning strategy. In addition, we found that there was an optimal level of cognitive conflict in the conceptual change process. We discuss the complex role of cognitive conflict in conceptual change, and the educational implications of these findings.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.519-526
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• 2000

In this study, the effects of visual organization and cooperative learning in problem-solving strategy were investigated. Three classes (N=127) at a high school were assigned to SV (Strategy-Visual organization) group, SVC (Strategy-Visual organization-Cooperative learning) group, and control group. After instructions, students' multiple-choice problem-solving ability, strategy performing ability, anxiety about chemistry learning, perception of involvement, and motivation to learning science were examined. Although multiple-choice problem-solving ability was not different significantly, there was a significant main effect in strategy performing ability. The scores of the SV and SVC groups were significantly higher than those of the control group, especially in the subcategories of problem understanding and recalling related principles. In the tests of perception of involvement and motivation to learning science, the scores of the SV and SVC groups were also significantly higher than those of the control group. However, problem-solving strategy using visual organization could not alleviate anxiety about chemistry learning.

• Journal of Gifted/Talented Education
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• v.18 no.3
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• pp.425-442
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• 2008

This study aims to investigate the differences between gifted students and general students in elementary school by comparing their attribution tendency and self-regulated learning strategy and verify the attribution tendency and self-regulated learning strategy of gifted students in elementary school. The subjects of this study were 105 gifted students in the fifth and sixth grades from the gifted education center and 105 general students in the fifth and sixth grades. The study findings were as follows: First, The gifted students showed a higher score on the success attribution while the general students showed a higher score on the failure attribution Second, the gifted students showed a higher score on all over the self-regulated learning strategy with its subordinate factors. Third, the gifted students in humanity showed a higher score on the control factor of cognitive strategy, the gifted students in mathematics on the action control factor of motive strategy and the gifted students in science on the other subordinate factors and all over the self-regulated learning strategy. Fourth, the boys showed a higher score on the factor of action control while the girls on all the other subordinate factors and all over the self-regulated learning strategy.