학습전략과 적응수행 : 긍정심리자본과 조직공정성의 영향력

조윤형(Yoonhyung Cho),최우재(Woojae Choi) 한국인사조직학회 2021 인사조직연구 Vol.29 No.2

개인학습전략은 주어진 문제 또는 과제를 해결하기 위해 가지는 학습동기의 발현방식이다. 개인학습전략은 표면학습전략과 심층학습전략으로 구분된다. 표면학습전략은 수단적 동기에 의해 발현되며, 주어진 과제의 정해진 답을 찾는 데에 초점을 둔다. 반면에 심층학습전략은 내재적인 학습동기에 의해 학습이 촉발되며, 근본적인 원리를 탐구하여 구체적인 사례와 경험에 연계하는 접근방식이다. 본 연구는 개인학습전략이 적응수행에 미치는 직접효과와 이들 관계에서 긍정심리자본의 매개효과 및 조직공정성(분배, 절차)의 조절효과를 검증하였다. 학습전략이 긍정심리자본을 매개로 하여 적응수행에 영향을 미치는 매커니즘과 상황적 맥락으로 조직공정성의 영향력을 통해 학습전략의 차별적 효과성을 규명하고자 하였다. 가설검증을 위해 사용된 설문지는 응답 원천을 상사와 부하들로 구분하였으며, 연구변수는 6개월의 시간 차이(T-1, T-2)를 두고 측정하였다. 총 793개 설문지 쌍(pair)이 가설검증에 활용되었다. 가설검증 결과는 다음과 같다. 첫째, 표면학습전략과 심층학습전략은 적응수행에 정(+)의 영향력을 보였다. 둘째, 표면학습 전략은 긍정심리자본에 부(-)의 영향력을 보였으며, 심층학습전략은 긍정심리자본에 정(+)의 영향력이 있었다. 셋째, 긍정심리자본은 표면학습전략과 심층학습전략의 영향력을 통제한 후에도 적응수행에 정(+)의 영향력이 나타났다. 넷째, 표면학습전략과 적응수행의 관계에서 긍정심리자본은 부(-)적 매개효과를 보였으며, 심층학습전략과 적응수행의 관계에서 긍정심리자본은 정(+)의 매개효과를 보였다. 다섯째, 표면학습전략과 긍정심리자본 간의 부(-)적인 관계는 분배공정성에 의해 완화되었으며, 절차공정성에 의해 상쇄되었다. 또한, 심층학습전략과 긍정심리자본 간의 정(+)적인 관계는 분배공정성과 절차공정성에 의해 강화되었다. 마지막으로 조건부 간접효과는 유의하게 차별적인 검증결과를 보여 주었다. 본 연구를 통해 개인학습전략은 적응수행과 같은 긍정적 결과를 가져온다는 점을 확인하였다. 더욱이 두 유형의 학습전략은 환경의 속성에 따라 차별적인 효과성을 가질 수 있다는 점을 알 수 있다. 본 연구는 학습전략 연구의 이론적 확장과 실무적 시사점을 제공하고 있다. Individual learning strategies are ways which individuals generate learning motivation to deal with problems and obstacles they might face. There are two types of learning strategies: surface learning and deep learning. This study aims to investigate the direct effect of learning strategies on adaptive performance and the effects of positive psychological capital and organizational justice on the relationship between learning strategies and adaptive performance. Questionnaires were given to employees and their bosses at two intervals six months apart. A total of 793 pairs of questionnaires were used for hypothesis testing. The results of the survey are as follows. First, both surface learning and deep learning strategies had direct and positive effects on adaptive performance. Second, surface learning strategies had a negative effect on positive psychological capital, while deep learning strategies had a positive effect on positive psychological capital. Third, positive psychological capital had a positive effect on adaptive performance. Fourth, the mediation effect of positive psychological capital in the relationship between deep learning and adaptive performance was positively significant. Contrary to expectations, positive psychological capital also showed a positive mediation effect in the relationship between surface learning and adaptive performance. Fifth, the results of the moderation effects showed that distributive justice mitigated the negative relationship between surface learning and positive psychological capital, while it strengthened the positive relationship between deep learning and positive psychological capital. Finally, the conditional indirect effects had significant impacts on the relationship between the two types of learning strategies and adaptive performance.

A Development of Adaptive Learning System Considering Learners’ Knowledge Level

이재무,김민희 한국지식정보기술학회 2018 한국지식정보기술학회 논문지 Vol.13 No.6

The biggest advantage of computer based education is providing differential learning considering each learner’s situation. Recently, adaptive learning system to support individualized learning has been actively studied. This study is about the adaptive learning system considering learners' individual achievement. This paper examines an adaptive learning system applying van Hiele’s learning theory in order to support differential leveled learning in geometrical figures for elementary students. We classified learners’ level of knowledge into three levels; lower level, middle level and upper level through the online test. We provide the leveled appropriate courses for the geometrical figures learning. A PHP script language is used to implement for learning algorithm and to manipulate the database. Finally, a Flash is used to present for adaptive learning object. The learning achievement of our proposed adaptive learning system will be increased because the learning system is constructed using the figure learning teaching strategies proposed by proven van Hiele’ theory. Futhermore, the adaptive learning system considering learners’ knowledge level will increase not only learning effects but also learning motivation by providing proper leveled learning and content. This study contributed to realize an adaptive learning system that takes into account the learner's knowledge level. And we showed how mathematical theory can connect with an adaptive learning system.

대학생의 AI 기반 적응형 학습 플랫폼(ALEKS) 사용 만족도 및 학습성과에 대한 인식 연구

하오선,김수영,고은선,박찬규 부산대학교 교육발전연구소 2024 교육혁신연구 Vol.34 No.1

Purpose: The purpose of this research is to analyze satisfaction and perception of learning outcomes regarding the use of AI-based adaptive learning platforms. Method: To achieve this, a survey was conducted among university students who took the business statistics course utilizing the AI-based adaptive learning platform(ALEKS), and data from 128 respondents were used in the final analysis. The frequency analysis, t-test, and F-test were conducted using IBM SPSS 22.0, and the subjective items were presented as word clouds and frequencies by type. Results: Firstly, the respondents were satisfied with the AI-based adaptive learning platform in the order of content, personalization, and user convenience. Secondly, in relation to class satisfaction associated with the use of the AI-based adaptive learning platform, learners rated the support from instructors (monitoring learning activities, providing feedback, etc.) and assistant support (platform guidance, problem-solving, etc.) lower than the average. Thirdly, concerning the perception of learning outcomes, the platform was most helpful in understanding their own level, but it was relatively lowly rated in terms of sparking interest, increasing learning motivation, and encouraging them to keep up with the learning progress without giving up. Fourthly, those who were more satisfied with the AI-based adaptive learning platform had statistically significantly higher class satisfaction and perceptions of learning outcomes than those who were less satisfied. Fifthly, the reasons for satisfaction with the classes utilizing the AI-based adaptive learning platform included ‘provision of diverse and sufficient problems’, ‘ability to learn independently after class’, ‘ability to personalize learning’, and ‘ability to confirm individual learning content and outcomes’. The reason for dissatisfaction were summarized as ‘difficulty in using a new platform’, ‘increase in study time due to a large amount of assignments’, and ‘issues with the utilization strategy of the platform’. Lastly, learners demanded improvements in the aspects of both the ‘system’ and ‘course design and operation’. Conclusion: Based on the above results, the implications for the implementation of AI-based adaptive learning in universities are as follows. Firstly, it is necessary to consider flexible application options that are tailored to individual universities rather than applying the AI-based adaptive learning platform uniformly. Secondly, adjustments in course design and operation are required considering the implementation of classes utilizing the AI-based adaptive learning platform. Thirdly, further research including various variables is necessary for an in-depth discussion on learning outcomes.

전환학습을 통한 적응학습에서 임파워먼트와 네트워킹의 영향 및 팀 요인의 조절효과

정진아 ( Chung Jin Ah ),한태영 ( Han Tea Young ) 한국인적자원관리학회 2017 인적자원관리연구 Vol.24 No.2

변화의 요구가 일상화된 시대에 조직구성원의 지속적 학습은 조직효과성에도 기여할 수 있다(Arneson, 2006). 이러한 관점에 입각해서 본 연구는 서비스업 종사자들의 지속학습과정을 연구하여 전환학습을 통한 적응학습에 이르는 과정을 검증하였다. 개인수준에서 심리적 임파워먼트와 네트워킹이 각각 전환학습에 주는 영향을 검증하여, 순차적으로 적응학습에 미치는 영향을 살펴보았다. 또한 전환학습과 적응학습의 관계에서 팀 수준 변수인 팀 학습풍토와 팀 지식특성의 조절효과를 검증하여 교차수준의 영향력을 연구하였다. 연구모형의 검증을 위해서 45개의 팀에서 198명의 서비스업 근로자를 대상으로 개인 및 팀 수준 설문조사를 실시하였다. 학습과정에 대한 모형은 AMOS를 사용하고, 개인 및 팀 수준의 관계는 HLM을 적용하여 분석한 결과, 심리적 임파워먼트가 전환학습을 통해 적응학습에 미치는 영향은 부분 매개로 확인되었으며, 네트워킹이 전환학습을 통해 적응학습에 미치는 영향은 유의미하지 않았다. 또한 전환학습과 적응학습의 관계에서 팀 수준인 팀 학습풍토와 팀 지식특성의 조절효과는 각각 유의미하였다. 연구결과를 바탕으로 지속학습활동을 자극할 수 있는 이론적, 실무적 시사점을 제공하였다. Continuous learning activity of members in organizations contributes to organizational effectiveness in times of ever-changing demands(Arneson, 2006). Based on this viewpoint, the current study examined the process of continuous learning activities of service personnel and the process toward adaptive learning through transformative learning. At the individual level, psychological empowerment and networking were examined in terms of their effects on adaptive learning. At the team level, team learning climate and team knowledge characteristics were examined in the relationships between transformative learning and adaptive learning, as cross-level moderators. In order to test the research model, individual and team level surveys were conducted to 198 service personnel in 45 teams. AMOS was used to examine the model for the learning process, and HLM was used to analyze the moderation effects at the team level. The effect of psychological empowerment on adaptive learning through transformative learning was confirmed by partial mediation, whereas the effect of networking on adaptive learning through transformative learning was not significant. The moderating effects of the team learning climate and the team knowledge characteristics were significant in the relationship between the transition learning and the adaptive learning. Based on the results of the research, we provided theoretical and practical implications to stimulate the continuous learning activities.

Kolb 학습 스타일 기반의 적응형 이러닝 시스템 콘텐츠 개발

이재무 한국지식정보기술학회 2014 한국지식정보기술학회 논문지 Vol.9 No.1

This study developed an adaptive e-learning content that applies differing learning styles for individualized learning. Recently, various e-learning systems have been developed, but most e-learning systems provide the same instruction content with little consideration of the individual learner’s learning style. This study developed an adaptive e-learning content that provides differing learning patterns for each style according to Kolb's learning styles. We also provide a content design method for an adaptive e-learning system by applying Kolb's learning style for elementary school students' computer subjects. In this study, we examined each learning style and provided adaptive content appropriate for each learner's particular learning style. This system, therefore, can provide individualized learning that is the appropriate pattern for each learner. We can, thus, expect an improvement in learning achievement and learning motivation.

학습목표 지향성과 학습 자기효능감이 적응적 수행에 미치는 영향: 비공식적 일터학습의 매개효과

조윤형 ( Yoon Hyung Cho ),최우재 ( Woo Jae Choi ) 한국인력개발학회 2010 HRD연구 Vol.12 No.2

급격한 경영환경의 변화는 조직구성원들이 수행하는 직무 또는 업무의 본질에 변화를 초래하고 있는데 업무과제들이 더욱 비정형화 되어가고 있고 사전에 업무상의 요구를 예측하는 것이 더욱 어려운 상황이 되었다. 따라서 일터에서의 학습도 정형화된 학습형태가 아닌 비정형화된 학습 즉, 비공식적 학습이 더욱 주목을 받고 있다. 개인특성은 자신의 학습능력에 대한 태도와 노력을 결정하기 때문에 업무 적응성 등 성과에 영향을 미친다는 많은 결과를 제시하고 있다. 이에 본 연구는 개인특성으로써 학습목표 지향성과 학습 자기효능감이 적응적 수행에 어떠한 영향을 미치는 지를 확인하였으며, 이들간의 관계에서 비공식적 일터학습의 매개효과를 구조방정식을 통해 실증적으로 검증하였다. 실증분석 결과 학습 자기효능감은 적응적 수행에 직접적으로 유의한 영향을 미치는 것으로 나타났다. 또한 비공식적 일터학습은 개인특성과 적응적 수행을 매개하는 것으로 나타났다. 그러나 학습목표 지향성은 적응적 수행에 직접적으로 유의한 영향을 미치지 않는 것으로 나타나고 있으나 이는 기존 연구결과 와는 상반되는 결과로써 해석상에 주의가 필요하다. 결국 비공식적 일터학습은 개인특성과 적응적 수행을 매개하기 때문에 개인적 차원에서 비공식적 일터학습 활동을 지속적으로 확대하며, 새로운 업무과제가 주어지거나 문제에 직면하는 경우에 필요한 적응성을 향상시키려는 노력이 요구된다. 또한 조직은 공식적인 교육훈련 프로그램의 설계, 실행 뿐 아니라 비공식적 일터학습에 필요한 지원적 체계를 마련할 필요가 있다는 시사점이 도출되었다. 끝으로 연구 설계의 문제점과 향후 연구를 위한 제언을 제시하였다. The fast changing business environment have been giving rise to a fundamental change on individual job or work. The challenge of work makes individual tasks to departs from standard pattern. It is more difficult that the needs for individual competency is anticipated. This change causes that adaptability on workplace become more interesting. Also individual characteristics influence learning and job performance because they have impact on attitude or judgement on his or her learning ability and determine the degree of efforts on learning activities. This study pursues to test a structural equation model that identifies the relationship between individual characteristics and adaptive performance, and the effect of informal workplace learning on the relationship. The results show that informal workplace learning mediates the relationship between individual characteristics and adaptive performance, and self learning efficacy has significant impact on adaptive performance. However, learning goal orientation does not have relationship with adaptive performance, which is different from current knowledge on learning goal orientation and performance. Consequently the results should be carefully interpreted. For the practical standpoints, this study provides that informal workplace learning can be used to improve individual job performance, which suggests that organizations can improve individual job performance by encouraging informal workplace learning. To do so, organization should make an learning environment where individuals learn each other, reflect themselves, and earn knowledge and skills through external sources. Organizations can be beneficial through individual informal workplace learning. Finally, some limitations that this study has and suggestions for future study are presented.

개인 맞춤형 수학 학습을 위한 인공지능 교육시스템의 기능과 적용 사례 분석

성지현 한국수학교육학회 2023 수학교육 Vol.62 No.3

Mathematics is a discipline with a strong systemic structure, and learning deficits in previous stages have a great influence on the next stages of learning. Therefore, it is necessary to frequently check whether students have learned well and to provide immediate feedback, and for this purpose, intelligent tutoring system(ITS) can be used in math education. For this reason, it is necessary to reveal how the intelligent tutoring system is effective in personalized adaptive learning. The purpose of this study is to investigate the functions and applications of intelligent tutoring system for personalized adaptive learning in mathematics. To achieve this goal, literature reviews and surveys with students were applied to derive implications. Based on the literature reviews, the functions of intelligent tutoring system for personalized adaptive learning were derived. They can be broadly divided into diagnosis and evaluation, analysis and prediction, and feedback and content delivery. The learning and lesson plans were designed by them and it was applied to fifth graders in elementary school for about three months. As a result of this study, intelligent tutoring system was mostly supporting personalized adaptive learning in mathematics in several ways. Also, the researcher suggested that more sophisticated materials and technologies should be developed for effective personalized adaptive learning in mathematics by using intelligent tutoring system.

중국어교육을 위한 적응형학습 수업설계 원리 및 운영 연구

이선희(李善熙),김혜선(金惠善) 한국중국어교육학회 2021 중국어교육과연구 Vol.- No.35

Facing the pandemic, not only in Korea but also in many countries the platform of edcation moved into online. Since the interaction was limited in webina class, there were many difficulties in foreign language learning classes, where interaction plays a key role in acquiring knowledge. Normarly, though it’s the same class, there are many different language level learners gather together in Korea. If it’s a offline class, teachers don’t have trouble to catch our the each learners’ language ability by glance. Unlike the offline class, it’s hard for teachers to know there language ability in first day of online class. Moreover, learners have the the different learning tendency, However, in most of the online Chinese language classes conducted in 2020, most of the class format were limited webina such as Zoom. This paper proposes a TEA-ISD model and class operation idea for adaptive learning. First, we review the previous studies of adaptive learning, and present a circular instructional design model and TEA learning and development strategy for Chinese as a foreign language classes in an e-learning environment. In accordance with this TEA-ISD model and development strategy, We developed educational content to be used in the class that will conduct adaptive classes, We conducted internal validation of the TEA-ISD and classroom implementation process. As a result of expert verification, this instructional model was evaluated as appropriate for realizing adaptive learning in Chinese language education. However, it was discussed that providing a differentiated learning path and learning support service at the course implementation stage is the key to realizing adaptive learning successfully.

Intelligent Agent Based Architectures for E-Learning System : Survey

Muhammad Arif,Mehdi Hussain 보안공학연구지원센터 2015 International Journal of u- and e- Service, Scienc Vol.8 No.6

E-learning is the internet enabled learning. Internet has ongoing to restructuring education. Intelligent agent based e-learning provide a common infrastructure to assimilate varied software components. There are two sorts of e-learning synchronous and asynchronous. This paper described the detail of well-known agent based architecture for e-learning. E-learning is going to be gigantic. There are multiple benefits of e-learning; it is convenient, self-service mix, match, on demand any time anyplace, private learning, Self-paced and elastic. E-learning provide cost effective and virtual environment. E-learning gives the ability to user to collect the quantifiable and sensible material, examine, and distribute and custom e-learning knowledge from multiple e learning sources.

Next-Generation Chatbots for Adaptive Learning: A proposed Framework

정하림,유주헌,한옥영 한국인터넷정보학회 2023 인터넷정보학회논문지 Vol.24 No.4

Adaptive has gained significant attention in Education Technology (EdTech), with personalized learning experiences becoming increasingly important. Next-generation chatbots, including models like ChatGPT, are emerging in the field of education. These advanced tools show great potential for delivering personalized and adaptive learning experiences. This paper reviews previous research on adaptive learning and the role of chatbots in education. Based on this, the paper explores current and future chatbot technologies to propose a framework for using ChatGPT or similar chatbots in adaptive learning. The framework includes personalized design, targeted resources and feedback, multi-turn dialogue models, reinforcement learning, and fine-tuning. The proposed framework also considers learning attributes such as age, gender, cognitive ability, prior knowledge, pacing, level of questions, interaction strategies, and learner control. However, the proposed framework has yet to be evaluated for its usability or effectiveness in practice, and the applicability of the framework may vary depending on the specific field of study. Through proposing this framework, we hope to encourage learners to more actively leverage current technologies, and likewise, inspire educators to integrate these technologies more proactively into their curricula. Future research should evaluate the proposed framework through actual implementation and explore how it can be adapted to different domains of study to provide a more comprehensive understanding of its potential applications in adaptive learning.