Earticle

기업의 직접적인 현지 시장 경험은 그 시장에서의 생존과 성장에 있어 중요한 역할을 하는 것으로 알려져 왔다. 한편 최근 몇몇 기업들은 표적 시장에서의 직접적인 경험이 부족함에도 불구하고 이러한 시장에서 상당한 성장의 기회를 확보해 왔다. 그러나 이러한 현상을 설명하는 기존의 연구는 미비하다. 본 연구는 간접 경험이 다국적 기업의 자회사 생존과 성장에 미치는 영향을 규명하는데 초점을 둔다. 본 연구는 지식 기반 이론과 조직 학습 문헌에 기반을 두고 간접 경험을 본국 시장에서의 해외 경쟁자로부터의 학습, 동일 시장에 진출한 국내 기업들로부터의 학습, 글로벌 경쟁자로부터의 학습, 그리고 기업간 관계로부터의 학습으로 구분하여 실증분석이 가능한 모형을 도출한다. 본 논문은 기업의 해외 시장 진출 관리에 있어서의 실무적인 의의와 이론적인 기여, 연구의 한계, 그리고 향후 연구 방향을 토론하며 결론을 맺는다.

It is widely accepted that a firm’s prior experience plays a critical role in its success for market entry. Nonetheless, some firms have recently achieved substantial growth in foreign markets even though they have little experienced the markets. Extant studies do not satisfactorily explain the performance of these firms. Drawing on the organizational learning theory, the author posits that indirect learning can be a driver of success for entry into foreign markets. Specifically, firms may overcome their lack of direct experience in foreign markets by learning indirectly through their foreign rivals in domestic markets, domestic competitors in foreign markets, global competitors, and inter firm relationships. Drawing on the knowledge-based view and organizational learning literature, the author develops an empirically testable model in order to explain the effect of indirect learning on the survival and success of firms in foreign markets. The author offers important implications of the model for theory and practice and discusses the limitations of the current research and the directions of future research.

수출 기업의 시장확대 성공의 핵심 원동력은 그 시장에서의 경쟁방식에 관한 지식이라는 점은 널리 알려져 있다. 이러한 지식은 종종 시장에서의 직접 경험을 통해 축적된다. 그러나 다수의 수출 기업들은 이러한 직접 경험이 부족함에도 불구하고 새로운 시장에서 상당한 성과를 달성해 왔다. 본 연구에서는 지식기반이론과 조직학습이론을 이론적 준거 틀로 삼아 조직적인 학습이 수출 시장확대에 미치는 영향을 설명하고 예측하는 모형이 도출되었다. 이 모형에서 두 가지 유형의 조직 학습인 직접학습과 간접학습이 중요한 요인으로 고려되었다. 직접학습은 문화와 경제에 관한 학습으로 정의되었고, 간접학습은 다른 기업의 경험으로부터의 학습으로 정의되었다. 이 모형은 한국 기업의 수출 시장 확대의 사건을 분석의 단위로 하여 다양한 2차 자료 원천들로부터 추출된 자료를 분석하여 실증적으로 검증되었다. 분석 결과 문화와 경제에 관한 경험은 직접경험과 수출증가의 관계를 조절하는 것을 나타났다. 또한, 간접학습요인들은 직접경험과 수출시장 확대 성공의 관계를 조절하는 것으로 나타났다. 본 논문은 연구 결과의 이론적 기여와 기업들의 수출 시장 확대에 대한 시사점 및 연구의 한계와 이에 따른 향후 연구의 방향에 대해 토론하며 결론을 맺는다.

It seems to be a common sense that a key driver of success for an exporter’s expansion into a country market is its knowledge about how to compete in the market. Such knowledge is often accumulated through direct learning in markets. Nonetheless, many exporters with little prior direct learning in export markets have attained substantial performance in the markets. Depending critically on both the knowledge-based view and the organizational learning theory, the author develops a model in order to explain and predict the effects of organizational learning on export market expansion success. In the model, two types of organizational learning are considered on export market expansion success. One is direct learning of culture and economy in other countries. The other is indirect learning from other firms’ experiences. Using a uniquely complied archival dataset regarding Korean firms’ export market expansions, the current study empirically tests the model. It is posited that direct learning with regard to culture and economy positively moderates the relationship between those drivers and success in export market expansion. Moreover, the importance of indirect learning is underscored in explaining export market expansion. Finally, this paper is concluded with a discussion of significant implications for theory and practice by highlighting the effects of both direct learning and indirect learning from competitors and channel memberships and with some limitations of the present study and the directions for future research.

The learning control develops controllers that learn to improve their performance at executing a given task, based on experience performing this specific task. In a previous work, the authors presented an iterative precision of linear decentralized learning control based on p-integrated learning method for the vertical dynamic multiple systems. This paper develops an indirect decentralized learning control based on adaptive control method. The original motivation of the learning control field was learning in robots doing repetitive tasks such as an assembly line works. This paper starts with decentralized discrete time systems, and progresses to the robot application, modeling the robot as a time varying linear system in the neighborhood of the nominal trajectory, and using the usual robot controllers that are decentralized, treating each link as if it is independent of any coupling with other links. Some techniques will show up in the numerical simulation for vertical dynamic robot. The methods of learning system are shown for the iterative precision of each link.

본 연구는 성인학습자의 긍정심리자본과 삶의 만족 간의 관계에서 학습참여동기의 간접효과를 실증적으로 검증하는 것을 목적으로 수행되었다. 이를 위하여 2023년 9월 20일부터 10월 16일까지 2년제 및 4년제 대학에 재학 중인 만 25세 이상 성인학습자를 대상으로 설문조사가 실시되었으며, 총 346부의 유효 표본이 분석에 사용되었다. 수집된 자료는 PROCESS Macro Model 4를 활용하여 통계적으로 검증하였다. 분석 결과, 성인학습자의 긍정심리 자본은 학습참여동기와 삶의 만족 모두와 유의한 정적 상관관계를 나타내었으며, 학습참여동기는 긍정심리자본과 삶의 만족의 관계에서 간접효과를 갖는 것으로 확인되었다. 이러한 결과는 성인학습자의 삶의 만족 증진을 위해 긍 정심리자본이라는 심리적 자원의 강화와 함께 학습참여동기라는 교육적 동인의 촉진이 필수적임을 시사한다. 나아 가 본 연구는 성인학습자의 학업 성취와 심리적 안녕을 지원하기 위한 사회적 인프라 구축의 필요성을 강조하며, 고등교육 환경에서 성인학습자의 특성과 요구를 반영한 상담 및 지원 프로그램 개발을 위한 기초 자료를 제공한다.

This study examined the indirect effect of learning participation motivation in the relationship between positive psychological capital and life satisfaction among adult learners. A survey was conducted from September 20 to October 16, 2023, with participants aged 25 and older enrolled in two-year and four-year universities, yielding 346 valid responses. Data were analyzed using PROCESS Macro Model 4. Results showed that positive psychological capital was positively associated with both learning participation motivation and life satisfaction. Moreover, learning participation motivation demonstrated an indirect effect on the relationship between positive psychological capital and life satisfaction. These findings highlight that enhancing positive psychological capital as a psychological resource, together with fostering motivation for learning participation as an educational driver, is critical to improving life satisfaction in adult learners. The study further emphasizes the need for supportive social infrastructure and tailored educational interventions that facilitate not only academic achievement but also psychological well-being. Overall, this research provides practical implications and foundational data for designing counseling and support programs that address the unique characteristics and needs of adult learners in higher education contexts.

Purpose: This study aimed to present the learning items of indirect practice as an alternative means of ambulance riding practice. Methods: Twelve on-site professionals participated in testing the effectiveness of learning items of utility value in indirect experience practice among the recommended learning objectives of ambulance ride practice using the modified Delphi technique. To validate the learning objectives, the Delphi technique was used to check content validity, and analytic hierarchy process (AHP) analysis was used to analyze the weighting value. Results: As the learning goal of indirect experience practice replaced the ambulance riding practice, four items were derived in consideration of practicality. These items were consistent with the Delphi panel's consistency index, convergence, and agreement. The first learning item to consider was ‘Prevention of infection and risk of infection.’ Conclusion: The results of this study are meaningful in that they propose the learning items that can achieve the minimum educational goal through indirect experience practice as an alternative means of ambulance training.

The learning control develops controllers that learn to improve their performance at executing a given task, based on experience performing this specific task. In a previous work, the authors presented an iterative precision of linear decentralized learning control based on p-integrated learning method for the vertical dynamic multiple systems. This paper develops an indirect decentralized teaming control based on adaptive control method. The original motivation of the teaming control field was loaming in robots doing repetitive tasks such as on an assembly line. This paper starts with decentralized discrete time systems, and progresses to the robot application, modeling the robot as a time varying linear system in the neighborhood of the nominal trajectory, and using the usual robot controllers that are decentralized, treating each link as if it is independent of any coupling with other links. Some techniques will show up in the numerical simulation for vertical dynamic robot. The methods of learning system are shown up for the iterative precision of each link.

This study investigated the comparative effects of indirect written corrective feedback (WCF) in two distinct writing contexts: individual writing (IW) and collaborative writing (CW). The research examined both the development of students’ academic writing performance and their perceptions of indirect WCF. Twenty-nine university students enrolled in an English composition course participated, with 13 students completing writing tasks individually and 16 students (working in 8 pairs) engaged in collaborative writing. A pretest-posttest-delayed posttest design was employed to assess writing improvement, while a survey and semi-structured interviews were conducted to explore students’ perceptions of the feedback. The results indicated that both groups made significant progress in their writing, with no statistically significant difference in overall scores. However, detailed analysis revealed that the CW group demonstrated greater gains the area of grammar. In terms of perceptions, students in both groups viewed indirect WCF as useful and emotionally supportive, though the CW group expressed more favorable overall attitudes. Notably, both groups valued the cognitive engagement fostered by the feedback, yet expressed a preference for receiving more explicit guidance in addition to indirect WCF. The study proposed strategies for the more effective implementation of indirect WCF in L2 writing classrooms.

The study set out to explore the value of comprehensive written corrective feedback (WCF) both in improving grammar accuracy in revisions (editing effects) and in developing accuracy in new pieces of writing (learning effects). Two types of WCF were compared: direct correction (DC) and coded indirect correction (IDC). Three intact intermediate English classes (one DC, one IDC, and one control group; a total of 54 learners and one teacher) participated. The study consisted of 8 sessions and lasted 6 weeks. Students produced three pieces of writing and revised them over a three-week period (from session 1 to session 6). Each group also produced a new piece of writing one week later (session 7) and another two weeks after session 7. The results revealed that comprehensive WCF had a facilitative role in increasing accuracy in both revisions and new writings, and the effects carried throughout the study. DC led to greater immediate effect than IDC, but IDC’s effects became evident later and were superior to DC. The study has a significant pedagogical value for using comprehensive WCF in L2 classrooms.

The present study investigated the effects of two types of indirect written corrective feedback (coded and uncoded feedback) and revision on L2 learning. Eighty Korean EFL learners from five intact classes at a university participated in the study. Five classes were randomly assigned to a control group or one of the four experimental groups that differed in terms of (1) what type of indirect feedback they received and (2) whether they were asked to revise after the feedback session. The study employed a pretest-posttest design with two treatment sessions. The linguistic target was the past counterfactual conditional. A written story-retelling task was used to measure any development in learners’ ability to use the target structure. Results showed an advantage for receiving indirect coded feedback over no feedback, but there was no significant difference between coded and uncoded feedback conditions. Revision opportunity (after WCF) did not significantly enhance the effects of indirect feedback. Furthermore, results indicated that coded indirect feedback itself was effective for improving learners’ ability to use the target structure, while uncoded indirect feedback was effective only when it was followed by revision when compared to no feedback condition.

This paper describes a learning method of neural network controllers. The learning method improves the performance of indirect learning mechanism in the neuro-control of nonlinear systems. To precisely identify dynamic characteristics of the plant by utilizing a limited prior information we propose a new energy function which takes advantage of the proportional relationship between outputs of the plant and those of neural networks.

本研究は、日本語学習者の学習行動を促進する要因を探り、教育的介入のあり方を模索するために行 われた。Oxford(1990)が提案した６つの言語学習方略を参考に質問紙を作成し、ソウル近郊の大学で日 本語を専攻する日本語学習者298人を対象に調査を行った。抽出された6つの方略要因の中で、メタ認 知を学習行動に繋がせる自己調整要因と見なし、他の方略からこのメタ認知方略を経由して学習時間 にどのような影響を及ぼしているのかを検証した。共分散構造分析による因果モデルを設け、分析を 行った結果、「認知」と「記憶」方略から学習時間への間接効果が確認された(「認知」→「メタ認知」→「学 習時間」への間接効果＝0.11、「記憶」→「メタ認知」→「学習時間」への間接効果＝0.16)。「認知」「記憶」「社 会的」方略から「学習時間」への直接影響は表れなかったが、メタ認知の影響力を高め、間接的に学習行 動を促す役割をしていることが明らかになった。「補完」と「代替」方略は学習行動に直接的な影響を及 ぼしていることが示されたが、「補完」は正の影響が、「代替」は負の影響がみられた。その反面、両方と も間接効果は見られなかった。また、「メタ認知」から「学習時間」への直接影響は0.36で統計的に有意で はなかったものの(p>0.05)、メタ認知が学習行動を強化する要因であることが示唆された。

This study aims to investigate means of educational intervention by finding factors that promote learning behavior of Japanese language students. A survey based on six language study strategies suggested by Oxford (1990) was conducted on 298 university students whose primary academic discipline is Japanese language. Of the six strategic factors extracted, the “meta-cognition” factor was made as the self-regulated factor that leads to study activities; the remaining strategic factors that have this “meta-cognition” factor as the intermediate were evaluated by their influence on time allocated to studies. The result of a causal model analysis has revealed that the strategies “cognition” and “memory” had indirect effects on “study time.” (“cognition” '→ “meta-cognition” '→“study time,” 0.11, “memory” '→“meta-cognition” '→“study time,” 0.16) Almost no direct effects on “study time” were observed from strategies “cognition,” “memory” and “social”; however, the study showed that these factors play a role in helping academic activities indirectly by increasing the influence of “meta-cognition.” Strategies “supplementation” and “substitution” did show direct effects on academic behavior, while “supplementation” had a positive effect, and “substitution” had a negative effect in general. Meanwhile, both of these factors had no indirect effect. Furthermore, the “meta-cognition” had a 0.36 direct effect on “study time,” and while the statistical significance has not been verified, it can be concluded that “meta-cognition” is a factor that enforces academic behavior.

本研究的目的是阐明学习参与度学习成就度学习投入因素之间的结构关系和学习投入的间接效果。研究对象为521名中国的非对面终身教育女性参与者，调查于2022年9月1日至2022年10月1日进行, 本研究的结论如下: 第一，中国非对面终身学习参与者的学习参与度, 学习成就度和学习投入对学习满足度有直接的影响。 中国非对面为提高终身学习参与者的学习满足度, 需要提高学习参与度, 学习成就度及学习投入度。 第二，在中国非对面终身学习参与者的终身学习参与度, 学习成就度与学习满足度的关系中, 学习投入具有部分媒介作用。 因此中国成年女性非对面终身学习参与者为对象的终生学习的过程中, 非对面式的教学, 在学习方面的投入为多种互动的教授-学习方法的项目开发, 需要这样提高学习投入的方案。

The This study aims to reveal the structural relationship between learning participation, learning achievement, and learning immersion factors and the indirect effect of learning immersion as the influencing factors on learning satisfaction of participants in non-face-to-face lifelong education in China. The research object is 521 participants of non-face-to-face lifelong education in China. The survey was conducted from September 1, 2022 to October 1, 2022. The conclusions of this study are as follows. First, the degree of learning participation, learning achievement and learning immersion of Chinese non-face-to-face lifelong learning participants had direct static influence on learning satisfaction. It is necessary to improve learners' active participation, learning achievement and learning immersion to improve the learning satisfaction of Chinese non-face-to-face lifelong learning participants. Second, the degree of lifelong learning participation of Chinese non-face-to-face lifelong learning participants, learning immersion had a part mediating role in the relationship between learning achievement and learning satisfaction. Therefore, Chinese adult women hypertrophy of lifelong learning, lifelong learning participants as a target building waterproofing bloated expression in the process of learning for different immersion learners in class interaction - professor of learning methods for program development through immersion learning can be improved is needed.

본 연구는 대학에서 수행되는 의무적 사회봉사활동이 리더십생활기술과 복지인식에 미치는 직접적 영향을 확인하고, 대학의 사회봉사를 보완할 변인으로서 봉사활동만족도를 통해 간접적 영향을 미치는지에 대해서도 확인하고자 한 것이다. 이를 위해 경상북도에 소재한 K대학교에서 2014학년도 1학기 교양필수로 사회봉사 과목을 이수한 대학생 322명의 자료를 최종분석에 사용하였다. 분석결과, 대학생의 의무적 사회봉사활동은 리더십생활기술과 복지의식에 유의미한 영향을 미치지 않는 것으로 확인되었으며 봉사활동만족도에도 별다른 효과를 발휘하지 못했다. 따라서, 대학생의 사회봉사활동은 자체적으로 리더십생활기술과 복지인식에 직접 영향을 미치지 못할 뿐 아니라 간접효과도 없는 것으로 확인되었다. 반면, 봉사활동만족도는 리더십생활기술과 복지인식에 정적으로 유의미한 영향을 미치는 것으로 나타나 대학의 의무적 사회봉사활동 효과를 개선할 중요한 변인으로 밝혀졌다. 이상의 연구결과를 통해 대학의 사회봉사 효과를 향상하기 위한 개선방안을 논의하였다.

This study examined the direct and indirect effects of service-learning activities on leadership life skill and perception on social welfare for university students, through satisfaction of service-learning activities, The study data based on 322 university students who had experienced service learning activity and had not responded missing value among respondents of K university, located gyeongbuk province. As a statistical method, structural equation model was employed. The results of this study was as follows. First, direct effect of service-learning activities on leadership life skill and perception on social welfare was not significant. The relation between service-learning activities and satisfaction of service-learning activities were not significant. On the other hand, effect of satisfaction of service-learning activities had positive influence on leadership life skill and perception on social welfare for university students. Given the finding of this study, satisfaction of service-learning activities is important element to facilitate effect of service-learning activities. The implications of the study finding were discussed.

This study aimed to examine the effectiveness of an English class, which a specially designed cooperative English writing activity was applied, on learners’ English writing anxiety and the use of language learning indirect strategy. The main purpose of the designed English writing activity was to explore learners’ perspectives toward English writing when they performed English writing activity through the cooperative work. As a result of the investigation of pre and post experimental tests for 150 college students, the designed English writing activity through the cooperative work showed a positive and significant effect on the level of English anxiety of the subjects and the frequency and the use of English learning indirect strategy of the subjects, especially of the group of less-proficient English learners in contrast with those of the group of more-proficient English learners. The results showed that the designed English writing activity through the cooperative work could lessen the English anxiety of learners and promote the use of English learning indirect strategy.

반복학습제어는 특정목적 궤도의 반복작업을 수행하는 정밀도를 개선하는 제어기를 개발하는 기술이다. 기존 연구에서는 수직다물체의 반복정밀도를 개선하기 위하여 누적학습제어와 적응제어 기법을 한 반복영역에서 동시에 실시하는 기법을 개발하였다. 당초 이 기술은 생산조립라인의 산업용 로봇에서 발생하는 반복정밀도를 개선하기 위해 개발하였으며, 특히, 분산학습기법은 산업용 로봇에서 발생하는 실질적 제어 방식에 유효한 기법이다. 본 논문에서 개발한 제어기술은 한 반복영역의 모든 시간대의 입출력 정보를 동시에 학습하기 보다는 매 시간대의 입출력 정보를 각 시간대 마다 충분히 학습하고 다음 시간대의 정보를 학습하는 것이다. 본 논문에서 개발한 기술을 산업용 로봇과 의료기기에 적용하면 수직다물체의 정밀도 품질보증 확보에 큰 기여를 하게 된다.

The learning control develops controllers that learn to improve their performance at executing a given task, based on experience performing this specific task. In a previous work, the authors presented an iterative precision of linear decentralized learning control based on p-integrated learning method for the vertical dynamic multiple systems. This paper develops an indirect decentralized learning control based on adaptive control method. The original motivation of the teaming control field was teaming in robots doing repetitive tasks such as on an assembly line. This paper starts with decentralized discrete time systems, and progresses to the robot application, modeling the robot as a time varying linear system in the neighborhood of the nominal trajectory, and using the usual robot controllers that are decentralized, treating each link as if it is independent of any coupling with other links. Error wave propagation method will show up in the numerical simulation for five-bar linkage as a vertical dynamic robot. The methods of learning system are shown up for the iterative precision of each link at each time step in repetition domain. Those can be helped to apply to the vertical multiple dynamic systems for precision quality assurance in the industrial robots and medical equipments.

본 연구의 목적은 중국 산서성에서 중년 성인 평생학습의 평생학습 참여동기, 자기주도학습, 자기효능감, 주관적 행복감 간의 구조적 관계를 밝히는 데 있다. 성인 학습자의 주관적 행복감을 제고할 수 있도록 이에 영향을 주는 요인을 탐구하였다. 본 연구에서는 중국 산서성에서 중년 성인의 평생학습자를 대상으로 인터넷으로 조사를 실시하였으며 798개의 유효 설문을 SPSS 27.0과 Amos 27.0을 이용하여 통계처리를 하였다. 연구결과, 첫째, 평생학습 참여동기는 주관적 행복감, 자기주도학습, 자기효능감에, 자기주도학습은 자기효능감과 주관적 행복감에, 자기효능감은 주관적 행복감에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 변수들 간의 간접효과를 분석한 결과, 성인 중기 평생학습자의 평생학습 참여동기와 주관적 행복감에 있어서 자기주도학습과 자기효능감이 간접효과가 있었다. 즉 학습자에게 참여동기는 자기주도학습을 높이고 자기효능감을 주어 학습자의 주관적 행복감을 향상시켰다. 본 연구를 통해 중국 성인학습자의 주관적 행복감 향상을 위한 요인들의 중요성을 실증적으로 분석하였다.

The purpose of this study is to reveal the structural relationship between motivation to participate in lifelong learning, self-directed learning, self-efficacy, and subjective happiness among middle-aged adults in Shanxi Province, China. Factors influencing this were explored to improve adult learners' subjective sense of happiness. In this study, an Internet survey was conducted targeting middle-aged adult lifelong learners in Shanxi Province, China, and 798 valid questionnaires were statistically processed using SPSS 27.0 and Amos 27.0. As a result of the study, first, the motivation to participate in lifelong learning was found to have a positive effect on subjective happiness, self-directed learning, and self-efficacy, self-directed learning had a positive effect on self-efficacy and subjective happiness, and self-efficacy had a positive effect on subjective happiness. Second, as a result of analyzing the indirect effects between variables, self-directed learning and self-efficacy had an indirect effect on the motivation to participate in lifelong learning and subjective happiness of middle-aged adult lifelong learners. In other words, motivation for learners to participate increased self-directed learning and gave them a sense of self-efficacy, thereby improving learners' subjective happiness. Through this study, we empirically analyzed the importance of factors for improving the subjective happiness of Chinese adult learners.

The purpose of this paper is to lay the foundation for making teaching-learning methods of Korean indirect directive speech act. To reach this purpose, first of all, I set up the category of it. Then I watched what kind of strategies and expressions are used for this type of expressions. On the basis of this, I studied Korean language textbooks to confirm the current teaching-learning methods and the problem of them. In the textbooks, I could only find the conventionally indirect level. Furthermore the situations were not proper. I could hardly find out non- conventional indirect level. This is the worst problem. Even though we can not decide the forms of non-conventional indirect directive expressions, we should not give up the education of them. In this paper, I proposed classification of the strategies as an alternative.

본 연구는 지시적 수업과 비지시적 수업이 학습부진아의 기초 수학 능력 및 학습태도에 미치는 영향을 검증하는데 목적이 있다. 이러한 연구목적을 달성하기 위하여 첫째, 지시적․비지시적 수업 중 어느 방법이 학습부진아의 기초 수학 능력에 효과적인가? 둘째, 지시적․비지시적 수업 중 어느 방법이 학습부진아의 학습태도에 효과적인가? 라는 연구문제를 설정하였다. 연구대상은 C도에 소재한 초등학교 2개교 4학년 전체학생에서 국가 수준 교과학습 진단평가의 수학 교과 평가결과 교과학습부진으로 판별된 36명의 학생을 18명씩 지시적 수업 그룹과 비지시적 수업 그룹으로 배정하였고, 실험 처치를 위한 학습과제는 3학년 수학 과정으로 한국 교육 과정 평가원의 기초 수학 문제와 교사용 지도서 및 교과서의 기초 수학 지도 요소를 추출하여 본 연구자가 지도 교수 및 교과 전문가의 조언을 받아 24차시분의 기초 수학 지도 요소를 제작하였다. 연구문제를 검증하기 위하여 실험 처치 전 후 기초 수학 능력 및 학습태도에 대한 공변량 분석(ANCOVA)을 통해 차이를 검증하였다. 연구의 결과는 <연구문제 1>에서 지시적 수업과 비지시적 수업은 학습부진아의 기초 수학 능력에 유의한 차이를 나타냈고, <연구문제 2>에서 지시적 수업과 비지시적 수업은 학습부진아의 학습태도에 유의한 차이를 나타내었다. 이상의 연구 결과에 비추어 지시적 수업과 비지시적 수업은 학습부진아에게 있어 기초 수학 능력과 학습태도에 그 효과가 차이가 있으며, 지시적 수업이 더 효과적인 것으로 나타났다.

The purpose of this study is to verify the effects of direct and indirect instructions on slow learner's basic learning ability and learning attitude. To accomplish the above objective, the following research tasks were posed : First, which is more effective on slow learner's basic learning ability between direct and indirect instructions? Second, which is more effective on slow learner's learning attitude between direct and indirect instructions?The subjects of the study were 4th grade students of two elementary schools in C province. To identify the slow leaners in basic mathematics, they were tested by National Basic Learning Diagnosis Test of basic mathematics. Among them, 36 students were selected and they were assigned into two groups, 18 students respectively : direct instruction group and indirect instruction group. Learning tasks for the experimental treatment were 'Mathematics Curriculum from 3rd grade', which was made the basic mathematics teaching elements of 24 periods by the researcher with the help of a thesis director and the subject expert on the basis of the basic mathematics teaching elements of Korea Institute Curriculum & Evaluation and teacher's guidebooks and the basic mathematics teaching elements of the textbook. The verification of the above research tasks was done by the differences of the basic mathematics ability and attitude using ANCOVA before and after experimental treatment. The results of the study were as follows :In the first research task, there was significant difference in the basic mathematics ability of slow leaners between direct and indirect instructions and in the second research task, there was meaningful difference in the learning attitude of slow learners between direct and indirect instruction. Based on the above findings, it could be concluded that there was significant difference in the basic mathematics ability and learning attitude of slow learners between direct and indirect instructions, and direct instruction was more effective than indirect instruction.

반복학습제어는 특정목적 궤도의 반복작업을 수행하는 정밀도를 개선하는 제어기를 개발하는 기술이다. 기존 연구에서는 수직다물체의 반복정밀도를 개선하기 위하여 누적학습제어와 적응제어 기법을 한 반복영역에서 동시에 실시하는 기법을 개발하였다. 당초 이 기술은 생산조립라인의 산업용 로봇에서 발생하는 반복정밀도를 개선하기 위해 개발하였으며, 특히, 분산학습기법은 산업용 로봇에서 발생하는 실질적 제어 방식에 유효한 기법이다 본 논문에서 개발한 제어기술은 한 반복영역의 모든 시간대의 입출력 정보를 동시에 학습하기 보다는 매 시간대의 입출력 정보를 각 시간대 마다 충분히 학습하고 다음 시간대의 정보를 학습하는 것이다. 본 논문에서 개발한 기술을 산업용 로봇과 의료기기에 적용하면 수직다물체의 정밀도 품질보증 확보에 큰 기여를 하게 된다.

The learning control develops controllers that learn to improve their performance at executing a given task, based on experience performing this specific task. In a previous work the authors presented an iterative precision of linear decentralized learning control based on p-integrated teaming method for the vertical dynamic multiple systems. This paper develops an indirect decentralized learning control based on adaptive control method. The original motivation of the loaming control field was learning in robots doing repetitive tasks such as on a]1 assembly line. This paper starts with decentralized discrete time systems, and progresses to the robot application, modeling the robot as a time varying linear system in the neighborhood of the nominal trajectory, and using the usual robot controllers that are decentralized, treating each link as if it is independent of any coupling with other links. Error wave propagation method will show up in the numerical simulation for five-bar linkage as a vertical dynamic robot. The methods of learning system are shown up for the iterative precision of each link at each time step in repetition domain. Those can be helped to apply to the vertical multiple dynamic systems for precision quality assurance in the industrial robots and medical equipments.

[연구목적] 본 연구는 정부 R&D 사업에 참여한 제조업 법인 중소기업을 대상으로, 연구개발 이후 집행된 교육훈련과 경영성과의 관련성 및 재무슬랙의 조건적 역할을 분석하고자 하였다. [연구방법] R&D 집약도와 교육훈련의 관계, 성과(고용․매출) 간접경로, 재무슬랙의 조건적 차이를 검토하였다. 2016년 산업통상자원부의 산업기술혁신사업 성과활용조사․회계 결합자료를 활용하고, 부트스트랩으로 간접경로를 검정하였다. [연구결과] 분석 결과, R&D 집약도는 후속 교육훈련과, 교육훈련은 고용성과와 매출성과 모두와 정(＋)의 관련성을 나타냈다. 간접경로는 부트스트랩 신뢰구간이 0을 포함하여통계적 안정성이 확보되지 않았으나, 고용성과 경로의 점 추정 결과는 탐색적 신호 가능성을 보였다. 한편, R&D 집약도와 재무슬랙의 상호작용은 고용성과 모형에서 일관되게정(＋)의 유의한 영향을 미쳐 연구개발 이후 자원 여유의 필요성을 시사하였다. [연구의 시사점] 연구개발 이후의 교육훈련이 모든 성과 차원에서 같은 방식으로 작동하기보다, 본 표본에서는 고용성과와 더 안정적으로 연결되어 있음을 보여준다. 회계 자료상 교육훈련비로 후속 학습의 집행 흔적을 확인하고, 정부 R&D 참여기업의 성과를 성과유형별 경로 차이로 해석하였다는 점에서 의의가 있다.

[Purpose] This study examines how post－ R&D training relates to business performance, alongside the conditional role of financial slack, among manufacturing SMEs in government R&D programs. [Methodology] The analysis examines the relationship between R&D intensity and subsequent training, the indirect paths through training to employment and sales outcomes, and the conditional role of financial slack. The study combines the 2016 Industrial Technology Innovation Program performance－ utilization survey with accounting data and examines indirect paths using bootstrap confidence intervals. [Findings] R&D intensity was positively associated with training, which was positively related to employment and sales. Although indirect path bootstrap intervals included zero (lacking robust support), the employment path’s positive point estimate offered an exploratory signal. Furthermore, the R&D－financial slack interaction was consistently positive for employment, highlighting resource buffers’ role in post－ R&D adjustments. [Implications] These findings suggest that post－ R&D training operated differently across performance dimensions. More consistently connected to employment outcomes, training supports an outcome－ specific interpretation of firm performance.