Earticle

본 연구는 한국어를 수강하고 있는 한국의 다문화가족들의 기초 학습 변인들과 한국어교육에 대한 다문화가족들의 인식 변인들이 한국어 교육목적 및 한국어 학습동기와 목표에 어떤 연관성과 차이성이 있는지를 실증적으로 분석하였다. 정준상관분석 결과, 한국어 위상과 다문화교육으로서의 한국어 교육목적, 한국어교육을 통한 유대감과 소속감 증진 여부 등에 대한 다문화가족들의 인식 변인들과 한국어를 교육시키는 목적 및 다문화가족들의 한국어 학습목표와 동기 간에 정준상관성이 나타났다. 학습 변인별 차이성의 판별분석 결과 국적별, 수강 수준별, 거주기간별 한국어 학습목표와 동기에서 차이성이 나타났다.

This paper examines whether there are significant relations and differences in the education objectives and learning motives of multicultural families in Korea toward acquiring a Korean education. The main results and findings are summarized as below. The results of the statistical tests revealed that there are the cannonical correlations among the learning variables such as nationality, identity of Korean, multiculturalism and contextualization, their learning motives, the purposes of Korean education. The discriminant analysis also showed that there are some differences among a few of the learning variables.

English Learners (ELs) are often viewed as a homogenous group of students, when in fact they are a diverse group with distinct generational differences among them. Common methods employing generation status fail to address the differences in a subgroup of ELs, namely, Generation 1.5. The purpose of this study was to investigate motivational variables related to language learning based on generational status. It aimed to find out whether there are differences in acculturation, motivational factors, language learning beliefs, self-efficacy, and language proficiency between Iranian first-generation immigrants and generation 1.5 Iranian ELs, investigate the relationships among these variables, and study possible gender differences in calculated correlation coefficients. Participants’ motivation, beliefs, self-efficacy, and acculturation patterns related to learning English were examined and quantitative methods were used to assess the differences among the groups. Results indicated that first generation ELs report higher levels of effort, desire, attitudes, and motivation to learn English, while generation 1.5 ELs report higher levels of US acculturation and identity. Implications for language teaching and learning are discussed.

최근에 실용지능(practical intelligence)과 묵시지(tacit knowledge)를 둘러싼 논쟁이 뜨거웠다. 인지심리학자인 Sternberg와 동료들이 80년대초부터 전통적 지능에 대한 대안으로서 개척해온 실용지능과, 그것의 핵심적 부분이라고 주장되는 묵시지에 대해서 일부 산업심리학자들은 신랄한 비평을 제기하였다. 즉 실용지능은 묵시지의 조금 넓은 개념에 불과하고, 묵시지는 산업심리학에서 이미 연구되고 있는 직무지식과 다를 바 없으므로 Sternberg등의 기여는 없다는 것이다. 물론 여기에 대한 이견도 있다. 산업심리학자인 Landy는 오히려 Sternberg의 연구를 높이 평가하면서 산업장면에 도입되어야 할 개념이라고 주장하였다. 저자는 실용지능과 묵시지라는 두 개념간 관계를 분명히 하는 틀을 설정하기 위해 암묵적 학습의 개념을 매개변수로 도입하고자 한다. 즉 실용지능을 능력의 일종으로 보고 이 능력이 암묵적 학습활동을 촉진하고 그 결과로 묵시지가 도출된다면 두 개념간 중복이냐, 혼동이냐 하는 논쟁도 사라지게 된다.

Recently there has been a hot dispute around practical intelligence(PI) and tacit knowledge(TK). Sternberg and his colleagues. cognitive psychologists. have proposed PI as the alternative of traditional intelligence and TK as the major component of PI from the beginning of 1980's. Some industrial/organizational psychologists presented a harsh critique against PI and TK. They argue that PI is a broad conceptualization of TK and TK is a kind of knowledge which has been well studied in I/O area. On the other hand Frank Landy argues for Sternberg and insist that Sternberg's ideas should be imported to I/O area. The author tries to establish a certain consistency between PI and TK by introducing implicit learning as an intervening variable. That is, PI facilitates implicit cognitive functioning such as implicit learning and TK is ascertained as a result.

본 연구는 212명의 관리자가 참여하고 있는 리더십교육을 대상으로, 교육훈련에서의 반응(즐거움, 유용성, 어려움)과 주관적 학습의 관계를 알아보고, 이러한 관계에 미치는 개인차 변인(수행목표지향성, 숙달목표지향성, 외향성, 개방성)의 조절효과를 검증하였다. 연구 결과, 교육훈련의 세 가지 반응차원이 주관적 학습에 영향을 미치고 있었으며, 특히 즐거움 반응과 유용성 반응은 주관적 학습을 높이는 반면, 어려움 반응은 주관적 학습을 낮추는 것으로 나타났다. 주관적 학습에 대한 개인차 변인의 주효과 검증에서 개방성을 제외한 모든 변인이 주관적 학습에 정적인 영향을 미치는 것으로 나타났다. 한편, 반응과 학습의 관계에서 개인차 변인의 조절효과 가설검증결과는 즐거움 반응과 주관적 학습의 관계를 외향성이 정적으로 조절하며, 어려움 반응과 주관적 학습의 관계를 수행목표지향성이 정적으로 조절하는 것으로 나타났으나, 숙달목표지향성과 개방성의 조절효과는 발견되지 않았다. 마지막으로 본 연구의 시사점 및 한계점 및 추후연구를 위한 제안을 논의하였다.

This study examined the relationship between ‘reaction’ and ‘learning’ based on the Kirkpatrick's training evaluation model, with an emphasis on the moderating effect of trainee's difference variable(goal-orientation, openness to experience, extraversion). The survey data from a job training class of 212 employees were analyzed. The results of the study are summarized as follows; First, the three dimensions of reaction(enjoyment, usefulness, difficulty) predicted subjective learning significantly. In other words, when trainees felt enjoyment or usefulness about their training program, effect of learning increased. However, learning was decreased as they felt difficulties in training program. Second, the result showed that among trainee's individual difference variables, mastery goal-orientation, performance goal-orientation, and extraversion had positive effect on learning while openness to experience had not any effect. Third, this result proved to have a moderating effect of some trainee's individual difference variables in the relationship between reaction and learning. Specifically, extraversion moderated the relationship between enjoyment and learning positively. Goal-orientation did not moderat the relationship between difficulty and learning. Extraversion had neigher main effect nor moderating effect on learning. Finally, limitation of the study and the direction for future research were discussed.

본 논문은 학습조직활동이 직무소진에 미치는 영향과 상사의 신뢰성의 조절효과를 검증하는 연구이다. 연구의 결과, 독립변수인 학습조직활동 중 연구대화 활성화와 팀학습 조직화가 직무소진에 영향을 주는 것으로 분석되었다. 다시말해 질문하고, 피드백을 주며 다양한 학습방법을 실험하는 문화를 조성하는 조직의 노력과 팀의 효과적인 활용을 강화할 수 있는 협력적인 학습이 직무소진의 핵심적 차원으로 간주되는 정서적 탈진을 낮춰주는 효과가 있다. 또한 정서적 탈진으로 인하여 자신의 고객, 동료, 직무 등에 대하여 부정적이고 냉소적이며, 형식적으로 처리하여 더 이상의 정서적 탈진을 막으려고 하는 비인격화도 낮춰주고 있다. 그리고 연구대화 활성화와 팀 학습 조직화은 직무상에서 성취도 부족으로 생기는 자신에 대한 부정적인 평가인 개인성취감감소 또한 낮춰주는 것으로 분석되었다. 상사 신뢰성의 조절효과 분석의 결과, 독립변수 가운데 전략적 학습리더십과 직무소진 중 비인격화와 정서적탈진과의 영향관계에서 신뢰성(정직성, 호의, 능력)의 조절효과가 나타났다. 결국 상사가 가지고 있는 신뢰성은 리더들이 변화를 주도하고 새로운 방향으로 이끌어 가기 위한 학습이 조직구성원들의 정서적탈진과 비인격화를 완화시키는데 조절효과가 있다는 것을 발견하였다. 또한 본 연구의 결과는 AI(Appreciative Inquiry)와 같이 긍정적 탐구를 위한 질문법과 강점을 발견하기 위한 피드백분석과 같은 학습차원에서 의사소통이 직무소진을 완화하는데 매우 중요하다는 점과 리더의 개인의 역량으로 볼 수 있는 전략적 학습리더십이 보다 더 큰 영향력을 발휘하기 위해서는 상사의 신뢰성이 매우 중요하다는 시사점을 도출 할 수 있다.

This study examined the impact of learning organization activities on burnout and the moderating effect of supervisor trust in a learning organization. The results of the study shows that among the activities of a learning organization, independent variables in this study, promoting inquiry and dialogue as well as encouraging collaboration and team learning affect burnout. In other words, the dedication of an organization to creating a culture in which various learning approaches are experimented through questioning and giving feedback as well as collaborative learning that can reinforce the effective use of team resources have an impact on reducing emotional exhaustion, which is considered to be at the core of burnout. Plus, these factors reduce impersonalization, which is activated to prevent further emotional exhaustion by dealing with customers, colleagues and jobs in a cold, negative and perfunctory way. In this study, the dimensions of promoting inquiry and dialogue as well as encouraging collaboration and team learning were found to reduce the decline in personal sense of achievement of an employee with a negative assessment of himself or herself derived from a lack of achievement in his or her job. Supervisor trust (integrity, benevolence and ability) had a moderating effect on the relationship between strategic learning leadership and impersonalization/emotional exhaustion. This suggests that the trust of supervisor helps mediate and moderate the emotional exhaustion and impersonalization of organizational members by encouraging leaders to drive change and take the organization to a new direction. The study has provided implications that communication plays an important role in reducing burnout in the learning context such as positive, appreciative inquiry and feedback analysis to identify strength, and that supervisor trust is critical in order to ensure strategic learning leadership exerts greater influence on the organization.

본 연구는 우리나라 대학에서 수강하고 있는 한국인과 외국인 학생들을 대상으로 학습자 변인과 고전읽기 수업의 학습효과의 차이성과 연관성 등을 교차분석, 판별분석, 회귀분석과 경로분석 등을 통하여 실증적으로 분석하였다. 교차분석 결과, 한국인 학생과 외국인 학생 간에는 평소 고전의 필요성, 중요성 등에 대한 인식의 차이가 없었으나 외국인 학생들이 고전에 대한 취향이 더 높았다. 수업을 통하여 발표력과 표현력 향상에는 국적별로 차이가 없었으나, 논리적 사고력, 가치관 형성 등과 영화감상 과 토론의 유용성 등에서 한국인 학생들이 더 높게 나타났다. 판별분석 결과, 고전 수업의 가치와 유용성에 대해서 외국인 학생들이 더 낮게 평가하고 있으며, 한국인 학생들의 학습효과가 더 높게 나타났다. 회귀분석 결과, 고전의 중요성에 대한 인식이 수업의 학습효과인 그 만족도와 표현력과 발표력에 유의한 향상을 가져왔다. 경로분석 결과, 고전에 대한 인식은 고전수업의 필요성에 직접적인 영향을 미치지 않은 반면, 매개변인들인 표현력과 발표력, 그리고 삶의 가치관 형성 등을 통해 고전수업 의 필요성 등에 간접적인 영향을 미치는 것으로 나타났다.

This study analyzes empirically the relationship between the learning variables and learning effects of classics reading lessons between Korean and foreign students using cross tabulation table analysis, discriminant analysis, regression analysis, and path analysis. As the results of cross tabulation table analysis, even though there is no significant difference in the recognition about the necessity and importance on the classics, foreign students like the classics more than Korean students. Korean student estimated higher than foreign students the classic class in improving the logical thinking, the formation of value of judgement, and the usefulness of movies and discussions. As the results of discriminant analysis, Foreign student also estimated lower than Korean students the value and the usefulness of classic classes. Korean students have more satisfied the learning effects of classics reading lessons. As the results of regression analysis, the recognition on the importance of the classics can affect positively the satisfaction of classics reading class, the expression power, and presentation. While the recognition variable on importance of the classic did not directly affect the learning effects such as necessity of the classics and recommendation intention to friends according to the regression analysis, it indirectly influenced on the learning effects via the mediate variables of the enhancement of presentation and expression power and the value of life according to the path analysis.

This paper analyzes the learning variables on the classics reading lessons and then established the several research hypotheses on the learning variables and learning effects of the classics reading lessons. As the results of statistical analysis, university students have different learning effects according to their learning variables of the classic reading lessons and the recognition variables on the value of classics. As a whole, the interest and taste variables on the classics reading influenced on the learning effects directly. However, the recognition variable on importance of the classic did not directly affect the learning effects such as necessity of the classics, satisfaction and recommendation intention to friends according to the regression analysis. However, the recognition variable on the importance of the classic indirectly influenced on the learning effects via the mediate variables of the enhancement of presentation and expression power, logical thinking power, and the value of life according to the path analysis.

본 연구는 우리나라 대학에 재학하고 있는 한국인 대학생들과 외국인 유학생들을 대상으로 고전읽기 수업의 여러 학습변인들 간의 관계와 국적별 학습자 요인들에 따라 고전읽기 수업의 학 습효과의 차이성이 있는지 학습변인별로 실증적으로 분석하였다. 그 결과, 본 연구에서 고전읽기 수업에 있어 한국인 학생들과 외국인 학생들 간의 평소 고전에 대한 학습자들의 인식변인, 고전 읽기 수업교재의 난이도와 교재에 대한 감동과 고전읽기 수업의 가치 등에 대한 학습과정 변인, 그리고 고전읽기 수업의 학습효과에 대해서 한국어실력이 다른 한국인 학생들과 외국인 학생들 간에는 차이성이 분명히 존재함을 발견할 수 있었다.그러므로 외국인 학생들의 고전읽기 수업의 학습효과를 높이기 위해서 한국어교육도 같이 병행하는 것이 좋을 것이다.

This study empirically analyzes the learning effects of classics reading lessons of Korean students and foreign students of the multicultural university in Korea. This paper analyzes empirically whether there are differences in the learning effects of classics lessons according to learning variables between Korean students and foreign students. As the results of statistical analyses such as t tests and ANOVA , between Korean students and foreign students there are significant differences in the several learning effects of classics reading lessons according to learning variables such as the student's several recognition variables, the difficulties of classics texts, the emotion and interest in classics texts, the values of classics lessons, and the learning effects of classics lessons.

In this paper, we consider the problem of designing a simple learning variable structure system for repeatable tracking control of robot manipulators. We combine a variable structure control law as the robust part for stabilization and a feedforward learning law as the intelligent part for nonlinearity compensation. We show that the tracking error asymptotically converges to zero. Finally, we give computer simulation results in order to show the effectiveness of our method.

Information Technology influenced on classroom to change the teaching and learning method. Recently, flipped learning method became a hot issue in education by using Information Technology. Learning management system that is introduced in our university in the spring semester 2015, made it possible to apply flipped learning method. So, we used the flipped learning method in a calculus course. In this paper, we found that flipped learning in Calculus we was a little bit affirmative in the aspect of motivation and active learning from students' response on flipped learning method. We analyzed the reason that students were not so positive in continuing flipped learning even though they liked flipped learning a little bit better than traditional learning. We suggest what we pay attention to for applying the flipped learning method effectively.

Among the various artificial neural networks the backpropagation network (BPN) has become a standard one. One of the components in a neural network is an activating function or a transfer function of which a representative function is a sigmoid. We have discovered that by updating the slope parameter of a sigmoid function simultaneous with the weights could improve performance of a BPN.

Statisticians, or data miners, are often requested to assess the importances of input variables in the given supervised learning model. For the purpose, one may rely on separate ad hoc measures depending on modeling types, such as linear regressions, the neural networks or trees. Consequently, the conceptual consistency in input variable importance measures is lacking, so that the measures cannot be directly used in comparing different types of models, which is often done in data mining processes, In this short communication, we propose a unified approach to the importance measurement of input variables. Our method uses sensitivity analysis which begins by perturbing the values of input variables and monitors the output change. Research scope is limited to the models for continuous output, although it is not difficult to extend the method to supervised learning models for categorical outcomes.

As AI has a wide range of influence on human social life, issues of transparency and ethics of AI are emerging. In particular, it is widely known that due to the existence of historical bias in data against ethics or regulatory frameworks for fairness, trained AI models based on such biased data could also impose bias or unfairness against a certain sensitive group (e.g., non-white, women). Demographic disparities due to AI, which refer to socially unacceptable bias that an AI model favors certain groups (e.g., white, men) over other groups (e.g., black, women), have been observed frequently in many applications of AI and many studies have been done recently to develop AI algorithms which remove or alleviate such demographic disparities in trained AI models. In this paper, we consider a problem of using the information in the sensitive variable for fair prediction when using the sensitive variable as a part of input variables is prohibitive by laws or regulations to avoid unfairness. As a way of reflecting the information in the sensitive variable to prediction, we consider a two-stage procedure. First, the sensitive variable is fully included in the learning phase to have a prediction model depending on the sensitive variable, and then an imputed sensitive variable is used in the prediction phase. The aim of this paper is to evaluate this procedure by analyzing several benchmark datasets. We illustrate that using an imputed sensitive variable is helpful to improve prediction accuracies without hampering the degree of fairness much.

In this paper, a new optimization method which is a kind of random searching is presented. The proposed method is called RasVal which is an abbreviation of Random Search Method with Variable Seaxch Length and it can search for a global minimum based on the probability density functions of searching, which can be modified using informations on success or failure of the past searching in order to execute intensified and diversified searching. By applying the proposed method to a nonlinear crane control system which can be controlled by the Universal Learning Network with radial basis function(R.B.P.), it has been proved that RasVal is superior in performance to the commonly used back propagation learning algorithm.

본 연구는 대학 온라인교육에서 구조의 하위변수인 내용구성, 일관성, 유연성, 상호작용과 학습자의 학습동기, 학습만족도 간의 구조적 인과관계를 알아보고자 하였다. 연구수행을 위해 가설적 연구모형을 도출한 후, D광역시 C대학의 온라인교육을 수강했던 대학생 800명을 대상으로 설문조사를 실시하여 최종 526부를 분석하였다. 연구결과, 첫째, 온라인교육에서 구조의 하위영역인 유연성과 상호작용은 학습만족도에 통계적으로 유의한 영향을 주는 것으로 나타났다. 유연성 변수가 학습만족도에 미치는 직접적인 효과는 β=.231이며, 상호작용 변수가 학습만족도에 미치는 직접적인 효과는 β=.103으로 나타났다. 둘째, 학습자의 학습 동기는 학습만족도에 직접적인 영향(β=.323)을 미치고 있었다. 셋째, 학습 동기는 내용구성과 학습만족도와의 관계를 유의하게 매개하였다. 이상의 연구결과로 볼 때, 온라인교육에서 학습자의 학습만족도를 향상시키기 위해서 학습자의 동기를 향상시킬 수 있는 다양한 교수설계 전략을 구안하고, 내용조직, 수업활동, 과제 등을 고려한 교수-학습 설계전략이 필요할 것이다.

Online education has become prolific in our educational environment over the past several years. The development of online education can be guided by systematic design models to ensure quality instructional design. The purpose of present study is to verify the structural relationship among structure component, learning motivation, learning satisfaction in online education. For this study, a university in korea was chosen to conduct web survey. The subjects were 526 students who had experienced in online education courses. A hypothetical model was proposed, which was composed of structure component sub-categories(content organization, consistency, flexibility, interactions) as a extraneous variable, learning motivation, learning satisfaction as endogenous variables. And learning motivation have been suggested as intervening endogenous variables. The result of this study through structural equation modeling analysis is as follows: First, flexibility, interactions directly affect learning satisfaction. Second, learning motivation directly affect learning satisfaction. Third, learning motivation mediated between content organization and learning satisfaction.