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( Eunjeong Ryu ),( Insook Lee ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2
Securing "a competent worker" who can create profit from knowledge is an important keyword for a company to survive in the keen competition of knowledge-based society. In the environment where we must constantly emphasize change and innovation, the members of higher emotional competence an organization has, the more actively it is likely to cope with changes (Park, Choi, & Lee, 2006). Also, studies have been released that the effective organizational learning has positive influences on Organizational Effectiveness (Lee, 2007; Lee, 2010; Chan et al., 2003). This study, in the periodical situation where the importance of major talent management is emphasized, is aiming to verify relationships between emotional competence, organizational learning, job attitudes and organizational loyalty of organization members aimed at employees of a company and to present a desirable direction of corporate education for developing the core competence of human resources. Organizing members of a company for a population were selected as the subject of this study, and self-reporting survey was done by the employees of SA company and SS company, etc. according to both a convenience sampling and a purposive sampling method. The total 61 questions of research tool consist of 16 questions about emotional competence (Wong & Law, 2002), 18 about organizational learning (Lee. 2007; Song & Choi, 2009), 13 about organizational effectiveness (Korea Labor Institute, 2006; Mayer & Allen, 1990) and 9 about organizational loyalty of organization members (Lee, 2012), etc. As a result of analyzing a study of theoretical background about the relationship between each variation factor and a hypothetical research model which had been designed through the consideration of preliminary study via a series of procedure, the study confirmed the relationship and importance of organizational effectiveness (job satisfaction, organizational commitments) related to an performance of organization, and emotional competence and organizational learning that affects organizational loyalty. Emotional competence of perceiving others`` emotional components are highly required when we need to communicate with colleagues or customers with diverse tendencies and distinct cultural backgrounds. Also, in order to develop organizational effectiveness and organizational loyalty of organization members, it is needed to cultivate emotional competence and organizational learning skills. Therefore, emotional competence should be included in the important screening criteria during hiring process of the competent and most of all, in order to manage and nurture the competent people of a company, corporate education programs with long-term viewpoints should be design and operated for higher emotional competence and learning skills of organization members.
Critical Issues for Success in Open, Smart, and Social Learning Environments
( Insook Lee ),( Eunbae Lee ),( Katsusuke Shigeta ),( Cheolil Lim ),( Lucy Green ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1
With the rapid development of information technologies and the spread of the Internet in daily life within the society, diverse ways of e-learning have been explosively growing, including social learning, flipped learning, MOOCs, Smart Learning, and etc. Recently, universities have been able to extend their learning environments using technology all over their campuses. In the current and emerging learning environments where learners willingly choose to enroll but scarcely complete (e.g., MOOCs), sustaining active self-regulation is vital (e.g., in flipped classrooms, autonomy support is rarely considered in design). Four of the panelists will discuss critical issues for success in recently expanding future-oriented technology-based educational phenomena, as follows: Various forms of e-learning have been introduced and are continuously expanding to overcome the limitations of traditional classroom education. Recently, however, due to lack of interaction between learner and instructors, ``disconnection`` has been rather frequently discussed (Hawkins, Barbour, & Graham, 2012; Song et al., 2004). Social Learning may increase the possibility of ``high touch`` in education. The more learning process becomes dynamic and complicated during social learning in the SNS environment, the more the influence of learners`` emotional experiences become prominent. Learners`` experienced emotion during the e-learning process functions as the psychological foundation for changes in cognition, attitude, and behaviors; and could present the direction of learners`` behaviors (Lee, 2015; Kang et al., 2011; Kang & Ku, 2007; Lee, 2012; Cacippo & Gardner, 1999; Hou1 & Cheng, 2012; Kim & Hodges, 2012; Nummenmaa & Nummenmaa, 2008; Rowe, 2006; Vuorela & Nummenmaa, 2004; Zembylas, 2008). Autonomy is a basic human need. According to Deci and Ryan (2000), individuals have innate needs to perceive that they are in control of their decisions and actions and that their interest and needs are respected. Autonomy fosters affective benefits, such as engagement, satisfaction, and happiness. This notion expands to educational settings as perceived autonomy has shown to enhance students`` concentration, engagement, self-regulation, time-management, and performance (Deci & Ryan, 2000; Reeve et al., 2002; Jang, Reeve, & Deci, 2010; Sierens et al., 2009; Reeve et al., 2004; van Loon et al., 2012). Research has shown that students develop more emotional connections with teachers who support their autonomy (Reeve, 2006). Widespread adoption of MOOCs with utilization of OER has put a great emphasis on the notion of sharing. For the learners`` perspective, however, sharing of knowledge and experiences may be a very effective way for learning if and only if they are engaged, and actively taken part in the learning process. The term ``engage`` here is critical to the success in MOOCs, Smart Learning Environment, and Social Learning Environment. With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have developed Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) for promoting open education movement, and some institutions utilize them to improve campus education (Coursera, 2013). Those universities have introduced MOOCs as "digital textbooks" with flipped classroom approach. Ghadiri et al. (2013) survey revealed that it improves the retention rate of students completing the course. To share the benefits of online learning and reduced costs, collaboration among institutions is invaluable. A consortium of institutions should be formed to collectively promote institutional and open strategies for this educational reform. Funds from governments or philanthropic foundation could propel this innovation. In order to solve educational challenges related to increasing student outcomes, use and ongoing improvement of OER and MOOCs would be of direct benefit to their faculty and students. To begin with, the panelists will discuss the role of emotional support and perceived autonomy; and how to support learner autonomy and engagement beyond sharing, and enhance their positive emotions in the open, smart, and social learning environments. Following those topics, the roles of open education in higher education and introduce advanced practices will be discussed.
Lee, Insook,Bang, Kyung-Sook,Kim, Sungjae,Choi, Heeseung,Lee, Juna The Korean Society of School Health 2016 韓國學校保健學會誌 Vol.29 No.2
Purpose: This study compared the effects of two six-week school-based intervention programs - a health promotion program using a school forest and a traditional school health promotion program (TSHPP) - on physical and mental health among elementary school students. Methods: A total of 73 students participated in the study: 21 students in the 6-week school forest program conducted in a rural area and 52 students in the 6-week TSHPP conducted in an urban area. Children's health promotion behavior, depression and hyperactivity were measured using a self-report questionnaire. To assess children's physical health, body mass index (BMI), body fat percentage, and heart rate variability (HRV) were used. Results: Overall, both intervention programs improved participants' physical and mental health. Both programs significantly decreased the body fat percentage; this effect was more prominent in the TSHPP group. Only the TSHPP significantly decreased the participants' BMI after the intervention. The school forest group showed significantly improved relaxation and diminished hyperactivity; the TSHPP group showed significantly improved health promoting behavior and social relationship after the intervention. Comparing the two groups'post-pre difference scores, the two groups significantly differed only in social relationship. Both group showed significantly improved depression after the intervention. Conclusion: These findings support the effectiveness of these 6-week school-based health promotion programs in improving physical and mental health among school-aged children.
Structural Equation Model for Psychosocial Adjustment in North Korean Adolescent Refugees
Insook Lee 한국아동간호학회 2018 Child Health Nursing Research Vol.24 No.3
Purpose: This study aimed to identify variables influencing the psychosocial adjustment of North Korean adolescent refugees in order to establish a structural equation model and design an intervention strategy to improve psychosocial adjustment. Methods: The subjects included 290 North Korean adolescent refugees aged 16~24 years who were enrolled in alternative schools or regional adaptation centers. They were surveyed using a structured questionnaire. Results: The goodness of fit measures of the model were as follows: x2=131.20 (p<.001), GFI=.93, CFI=.91, TLI=.86, RMSEA=.08, and SRMR=.07. The results estimated from the structural equation model indicated a good fit of data to the hypothesized model, which proposed that stress and emotional intelligence are associated with psychosocial adjustment. The major variables influencing psychosocial adjustment were stress, emotional intelligence, which was a significant direct effect, whereas attitude of parenting showed an indirect effect on psychosocial adjustment through emotional intelligence. These variables account for 50.0% of psychosocial adjustment. Conclusion: It is necessary to develop a program and intervention plan that can enhance emotional intelligence and thereby relieve the stress of North Korean adolescent refugees. The program should also include parenting education so that parents have positive attitude of parenting.