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The Level of Self-Directedness:A Parameter for the Success of Cyber Education
염지환 한국데이터전략학회 2009 Journal of information technology applications & m Vol.16 No.3
The study reveals the relationships between the level of self-directedness and educational performance of students in the cyber education environment. Where the motivations for participating cyber education may vary, the final destination of education may be the same-improving the level of self achievement by study. As the researchers believe that the paramount success factor of cyber education would be self-directedness, we probed the factors to build up self-directedness. Researchers developed the level of self-directedness as object-orientation, action-orientation, and learning orientation. Those composite orientations were compared with learning achievement. The study showed the significant relationship between some factors of self-directedness and educational performance.
Information Technology Strategy and Architecture: An Explanatory Contingency Framework
염지환,Yum, Ji-Hwan The Korea Society of Management Information System 2002 Information systems review Vol.4 No.2
본 연구는 Ansoff의 "전략적 성공모델"에 의거하여 조직 정보기술전략의 도달 가능한 최고 성과는 경 영 환경의 역동성(turbulence)과 정보기술전략의 공격도(aggressiveness), 정보기술역량(capability)간의 일치에 의한다는 가설을 검증하였다. 정보기술전략 공격도와 정보기술역량을 차별화한기 위하여 정보기술아키텍처라는 개념을 원용하였다. 즉, 정보기술전략의 공격도는 아키텍쳐를 의미하는데, 이는 정보기술역량이 경영자의 장래 정보기술에 대한 태도를 의미하는데 반하여 정보기술아키텍쳐는 현재 조직이 보유한 기술적 역량을 의미한다. 본 연구는 정보기술아키텍쳐와 경영환경의 역동성, 정보기술역량간의 수준의 일치가 조직성과에 유의미하다는 결론을 제공한다. 즉 경영환경의 역동성, 정보기술전략과 정보기술아키텍쳐의 일치는, 특히 경영환경이 역동적인 상황에서 더욱 조직성과에 유익한 결과를 가져올 수 있다는 근거를 통계적으로 증명한다. The study employs the conceptual framework of the strategic success paradigm developed by Ansoff (1990). The strategic success paradigm denotes that optimal performance will be attained when the level of environmental turbulence is aligned with the strategic aggressiveness and organizational capability. Based on the paradigm, authors developed the concept of IT (information technology) aggressiveness (IT aggressiveness henceforth) and capability (IT capability henceforth). In order to clarify the different concept of IT aggressiveness and capability, the author brought the concept of IT architecture. The difference of capability and architecture lies in the depth of technical considerations. Where capability refers attitudinal aspects of managers, architecture emphasizes technical capacity of the organization as a whole. The study validated the need for alignment among IT architecture, environmental turbulence and IT aggressiveness. The imbalance between IT strategy and IT architecture (such as a higher level of IT aggressiveness but a lower level of IT architecture, or vice versa) has a marginal contribution to the organizational IT performance. The alignment among organizational environmental turbulence, IT aggressiveness, and IT architecture resulted in an optimal level of IT performance especially in a turbulent environment.
Strategic Learning Organization in the Digital Era:The Case Study of D-Corporation
염지환,조남재 한국데이터전략학회 2008 Journal of information technology applications & m Vol.15 No.3
The starting point of knowledge generation and management is the enhancement of learning capability and capacity of organizational members. Organizational change for learning environment should be aligned with the change of organizational strategy, structure and processes. The study employed action learning methodology to constitute learning organization processes. The treatment effect to institute learning organization has been successful thanks to the members’ zeal and consensus to change the processes. However, not every learning team has been so successful. Some cases complained time consuming where others expect to be helpful for their incentives. The researchers concluded that the most important point for success of the learning organization project should be the support of top management.
염지환 한국데이터전략학회 2014 Journal of information technology applications & m Vol.21 No.4
This study intended to evaluate the viability of cyber education in terms of learning satisfaction and learning achievement. The study integrated two research streams such as social presence model and learning environment model. Where the learning environment model emphasizes the components of learning aids, social presence model considers more deeply the relationships among peers and with instructors. These two research streams have been considered relatively independently. The study integrated these ideas and measured their reliabilities and validities. The results demonstrate that the two constructs are relevantly independent and both of these constructs are very important considerations for the success of cyber education. The study concludes that cyber education 2.0 requires more social presence factors than the learning environment factors such as technological development or new equipments.