Recently, scheduling problems with position-dependent processing times have received considerable attention in the literature, where the processing times of jobs are dependent on the processing sequences. However, they did not consider cases in which each processed job has different learning or aging ratios. This means that the actual processing time for a job can be determined not only by the processing sequence, but also by the learning/aging ratio, which can reflect the degree of processing difficulties in subsequent jobs. Motivated by these remarks, in this paper, we consider a two-agent single-machine scheduling problem with linear job-dependent position-based learning effects, where two agents compete to use a common single machine and each job has a different learning ratio. Specifically, we take into account two different objective functions for two agents: one agent minimizes the total weighted completion time, and the other restricts the makespan to less than an upper bound. After formally defining the problem by developing a mixed integer non-linear programming formulation, we devise a branch-and-bound (B&B) algorithm to give optimal solutions by developing four dominance properties based on a pairwise interchange comparison and four properties regarding the feasibility of a considered sequence. We suggest a lower bound to speed up the search procedure in the B&B algorithm by fathoming any non-prominent nodes. As this problem is at least NP-hard, we suggest efficient genetic algorithms using different methods to generate the initial population and two crossover operations. Computational results show that the proposed algorithms are efficient to obtain near-optimal solutions.

본 연구는 IT 영업 인력의 성공적인 영업 활동을 위해 이들의 영업 역량이 영업성과에 미치는 영향을 살펴보고 일터학습 유형에 따른 조절효과를 검증하고자 국내 IT 기업 영업 인력 237명을 연구대상으로 삼아 자료를 수집한 후 위계적 회귀분석을 실시하였다. 실증분석 결과는 다음과 같다. 첫째, 영업 역량 및 그 하위 요인은 영업성과에 정(+)의 영향을 미치는 것으로 나타났다. 둘째, 영업 역량 및 그 하위 요인과 영업성과의 관계에서 일터학습 전체는 조절효과가 없었다. 영업 역량 및 그 하위 요인과 영업성과의 관계에서 일터학습의 형식 학습은 조절효과가 없었지만 무형식 학습은 조절효과가 확인되었다. 우연 학습의 경우 영업 역량의 영향력 역량군만 영업성과의 관계에서 조절효과가 있음이 나타났다. 연구는 영업 역량을 대인 서비스 역량군, 성취와 행동 역량군, 영향력 역량군으로 나누고, 일터학습의 형식 학습, 무형식 학습, 우연 학습에 대해 그 효과를 나누어 상호 검증하여 각 역량군별 학습의 조절효과를 확인하였다는 데 의의가 있다. 영업 역량과 하위 요인이 성과에 영향을 주고, 무형식 학습 및 우연 학습의 조절효과가 확인된 결과에 따라 IT 기업에서 영업교육을 담당하는 실무자는 영업 인력의 역량 및 성과향상을 위해 형식 학습에 대한 고민도 필요하겠지만, 학습의 일상화를 위한 무형식 학습과 우연 학습 기회 증진을 위한 노력을 고민해야 할 것이라는 시사를 준다.

This research examined the effects of learning on driving simulation game in virtual reality environment. We tested the difference of presence and learning effects such as learning persistence and learning transfer between general monitor and 3D virtual reality device, Oculus Rift by playtesting experiment. One hundred drivers with a license participated in the experiment of two modes of gaming environment. As a result, the user’s presence was found to be significantly higher in VR than general monitor game. As functional effects of the driving serious game, learning persistence and transfer of learning showed significant differences between two modes. This study validates the effects of virtual reality on learning, as an aspect of serious game function. The results contributes to theoretical and practical application of virtual reality in interactive serious games in the future.

The purpose of this study was to identify the effects of nutrition education on elementary school students based on the theory of multiplex intelligence. Of the 56 elementary school students that participated in this survey, 37 (66.0%) had no siblings. The number of students whose mothers had jobs and those whose mothers did not work were 37 (67.9%) and 18 (32.1%), respectively. Food consumption with ordinary diets was normal in 23 students (41.1%) and the average frequency of snack intake and eating-out was determined to be twice a day (41 students, 73.2%) and once or twice per week (36 students, 64.3%), respectively. The most popular type of food consumed when eating-out was ‘fast foods’ in 28 students (50.0%). It was determined that on average, 39 students (69.6%) snacked between lunch and dinner time and 31 (55.4%) selected snacks based on information obtained through ‘mass media’. Analysis of the effects of nutrition education revealed an increase in the number of correct answers to the question ‘foods with high nutritional value are high calorie foods,’ with significant difference, but not in other questionnaires. In addition, the correct information for calcium (p<.05), good dietary habits (p<.001), food poisoning (p<.05), and six groups of nutrients in foods (p<.001) improved after nutrition education, with significant differences. As a result, the ratio of correct answers increased after nutrition education, with a significant difference (p<.001). After the education, the experimental group had a higher total score than the control group, with significant difference (p<.01).

This study investigates the effect of strategies-based English reading programs on reading proficiency and affective domains of underachieving elementary school students. Eight fifth-grade students were selected and assigned to either the phonics/vocabulary learning group or the vocabulary/sentence learning group for two hours a week for 16 weeks. To address the research questions, data were collected from four main sources: English reading tests, questionnaire surveys, students’ learning logs and in-depth interviews with the students. The results of the study revealed that the English reading programs had positive impact on the students’ understanding of the relationship between letters and sounds, word recognition ability, and sentence reading. As students accumulated successful reading experiences, their self-confidence, interest in reading, and class participation increased while anxiety decreased. The study also revealed that there were differences in using strategies among students in each group, with higher level students tending to use higher-dimensional strategies with more variety than less able students. In conclusion, the leveled English reading programs customized for underachievers appear to be effective in assisting underachievers in their English reading skills.

Tandem学习法指的是两个不同母语的学习者通过自主地交流来学习对 方的语言和文化等。它是一种建立在自主学习、跨文化学习和伙伴关系基础 上的学习方法。自20世纪80年代下半期以来，Tandem学习法在整个欧洲越 来越受到欢迎，并已逐渐应用于教育体系中。许多大学，如波鸿大学、莱比 锡大学等都有为帮助学生进行Tandem学习而专设的机构。实践表明，通过 Tandem法，学习者不仅能够提高自身的语言交流能力，而且还可以锻炼自 主学习能力、跨文化交际能力以及解决问题的能力等。而在韩国，Tandem 学习法的应用尚处于起步阶段。釜山外国语大学和2-3所大学已经开始为学 生提供Tandem学习机会，但国内相关研究仍然较少。 本文就当前Tandem学习法在韩国汉语学习者中的应用状况进行了调查 和研究。从2009年起，对韩国釜山某所大学二年级以上的340名中文专业学 生进行了实验和调查。首先进行了为期十四周的实验，实验主要采用了对学 生培训前和培训后两次口语，写作测试的成绩比较对Tandem活动和汉语口 语，写作作能力的关系进行分析,另外还有问卷调查、样本收集、收集数据 等方式。通过实验, 参加Tandem活动的学生不但汉语口语，写作水平有很 大提高, 而且在汉语学习动机, 学习兴趣、自信心等方面也有了明显改善。 实验的时间仅为一个学期, 但所收效果已很明显。通过实验, 我们证实了汉 语教学以Tandem学习法为突破口,可以促进语言学习中口语，写作技能的提 高。

이 연구의 목적은 코티칭을 활용한 천문 STEAM 프로그램이 자기주도적 학습 태도에 미치는 효과를 확인해 보는 것이었다. 이를 위해 천문 STEAM 프로그램을 개발하여 초등과학 영재학생들에게 적용하였다. 초등과학 영재학생들 5-6학년 36명 중 실험집단은 16명, 비교집단은 20명의 학생을 대상으로 하였다. 그 결과는 다음과 같다. 첫째, 코티칭을 활용한 천문 STEAM 프로그램은 자기주도적 학습 태도 향상에 효과적이었다. 둘째, 이 프로그램은 학습기회의 개방성 영역과 문제 해결 기술 영역의 향상에 보다 효과적이었다. 셋째, 학생들은 코티칭이 많은 피드백과 깊이 있는 설명을 제공하는 것에 만족했고, 교사들은 코티칭이 STEAM 수업에서의 전문지식 부족과 평가 및 수업자료준비의 어려움을 해결하는데 도움을 준다고 하였다. 이 연구 결과를 토대로 STEAM 수업에서 자기주도적 학습 태도를 향상시키기 위한 방법으로서의 코티칭에 대한 시사점을 논의했다.

The research on washback of a test has little been carried out in Korea while it has been flourishing in language testing researchers overseas. This paper investigates whether the advent of NEAT has affected the perception of test takers and the teaching/learning practices in English classrooms of Korea. In addition, we also want to investigate the relationship between variables such as perception of test users, teaching/learning practices, and test scores. We carried out a survey with 601 students who were seated at NEAT administered in April 2013 as well as 3,267 third-year high school students who had no experience on NEAT. The analyses revealed some evidence to support that NEAT has an effect on the perception of the participants. However, the analyses also revealed that NEAT was not effective to appeal for a change in teaching and learning practices in English classrooms in Korea.

This study investigates the effects of writing to learn on sixth graders’ English development compared with speaking to learn and examines their perceptions. The study established the following research questions: (a) what are the effects of writing to learn on English speaking and writing abilities compared with speaking to learn? and (b) what are the students’ perceptions of writing to learn compared with speaking to learn? Students in the experiment group had experienced learning English through writing to learn, whereas those in the comparison group had learned English through speaking to learn. As for the results, writing to learn had significant effects on developing speaking and writing abilities in terms of complexity, accuracy and fluency. Also the students had more positive perceptions on writing to learn in cognitive and behavioral perspectives. Writing to learn has been confirmed as effective in learning English, leading students to use English to express their own ideas with more extensive vocabulary and complicated syntactic structures.

This study attempted to examine what changes of creative play characteristics occur when having education experience using multimedia in the field of early childhood education. In order to conduct the study, 15 infants at H day care center and 15 infants at S day care center, both located in Seoul, were selected as the subjects. The program processing was composed of extension activities using multimedia after listening to fairy tales using multimedia. For study instrument, the behavior test for creative play developed by Hwang Yoon Sae (2008) was used. This instrument consisted of total 5 subfactors: intrinsic motivation – imagination; sensitivity – curiosity; durability – immersion; various interests – challenge; and initiative – independence. For statistical analysis, SPSS 17.0 was used, and t-test was used for the statistic process. As a result of the experiment, it was concluded that the education experience using multimedia has positive effect on overall characteristics of creative behavior of infants; in detail, behavior characteristics of infants in the aspects of intrinsic motivation – imagination, sensitivity – curiosity, and durability – immersion were remarkably improved, whereas the characteristics in the aspects of interests – challenge and initiative-independence did not show any particular changes. In other words, the infants who receive a lot of multimedia materials have more creative thinking than those who do not receive a lot of multimedia materials, and this thinking ability is also reflected in play activities.

Purpose: This study examined the effects of simulation-mixed maternity nursing practicum on learning attitude, learning satisfaction and clinical practice performance in nursing students. Methods: One group, pre-post design, was utilized with 64 students. The simulation-mixed maternity nursing practicum consisted of intrapartum and postpartum care. Results: The learning attitude and learning satisfaction scores in maternity nursing care showed a significant change in the post-test (t=-5.92, p <.001, t=-7.35, p <.001) and enhanced clinical practice performance. Conclusion: The simulation-mixed maternity nursing practicum was useful in improving the learning attitude and learning satisfaction and clinical practice performance for maternity nursing practicum in nursing students. In conclusion, We recommend for simulation-mixed maternity nursing practicum to increase clinical practice performance of the students.

인간은 수렵과 채취의 습성을 통해 동식물과의 관계를 이어왔으며, 농경사회로 정착 후에는 많은 동식물을 애완화하거나 관상화시키면서 동식물과의 관계를 울타리 안으로 옮겨왔다. 또한 우리 문화 속에서도 곤충을 애완요소로 즐겼던 역사를 기록을 통해 확인할 수 있기도 하다. 1990년대 초반부터 자연환경보전 정책, 체험학습 중심의 제7차교육과정 등은, 곤충사육에 대한 관심을 갖게 하였고, 이에 따라서 곤충전문판매점이 생겨나 대형할인마트에서도 곤충을 판매하기 시작하였다. 이처럼 애완학습용으로 곤충 이용이 정착되었지만, 이 같은 곤충의 사육경험이 소비자들에게 실제로는 어느 정도의 심리적 효과를 가져 올 수 있는지에 대한 연구는 아직 없는 실정이다. 이에 따라 곤충사육경험을 통한 소비자의 심리적 효과를 측정하기 위한 기초자료로 2013년 5월 곤충 전시회 방문객을 대상으로 설문조사를 실시하였다. 내용분석 결과, 응답자의 48.3%가 곤충을 사육한 경험이 있으며, 키워본 곤충은 장수풍뎅이가 52.9%이고, 사슴벌레가 24.1%로 대부분을 차지하였다. 또한, 현재는 곤충사육을 하지 않는다는 응답이 83.1%로 나타나 곤충사육경험이 1회성에 그치는 것을 알 수 있었다. 아울러 곤충 사육 경험에 대한 소비자들의 심리적 기대효과로 정서적 요인이 55.3%로 인지적 요인의 41.8% 보다 높게 나타났으며, 성별에 따라서 볼 때, 남성에서는 인지적 요인에 대한 기대효과가, 여성에서는 정서적 요인에 대한 기대효과가 높은 비율로 나타났다. 따라서 향후, 애완곤충을 1회성이 아닌 애호적인 대상으로 이끌기 위하여 단순사육보다는 돌보기 측면으로 표준화된 매뉴얼의 개발을 통하여 애완학습곤충을 접할 수 있는 방향 정립과 성별이나 연령대의 눈높이에 맞는 프로그램의 개발이 필요할 것으로 판단되었다.

In order to promote social responsibility, a company reads to engage in various activities to increase their competitiveness to ensure stable and continuous development. One of the activities is to input human/material resources in order to draw and develop the core abilities of member for the productivity improvement of the company. This study is concerned with capability improvement of members in relation to core company performance, the focus of the study is to identify how education training in a company may contribute to team performance by leaning transfer through empirical study. As a result of this study, it was found that the personality of members, as well as the training programs, within the company can be a significant factor for improving productivity and performance of the company. In addition, team members noted that learning transfer take place when effectively lead through the leadership of a boss and identified that this leadership ultimately has a significant effect on team performance.

In this paper, we consider a two-agent scheduling with sequence-dependent exponential learning effects consideration, where two agents A and B have to share a single machine for processing their jobs. The objective function for agent A is to minimize the total completion time of jobs for agent A subject to a given upper bound on the objective function of agent B, representing the makespan of jobs for agent B. By assuming that the learning ratios for all jobs are the same, we suggest an enumeration-based backward allocation scheduling for finding an optimal solution and exemplify it by using a small numerical example. This problem has various applications in production systems as well as in operations management.

본 연구는 문화예술학습활동의 참여도가 개인의 삶의 만족도와 심리적 안녕감에 미치는 영향과 함께 자기효능감과 개방성의 조절효과를 확인하고자 하였다. 이를 위해 울산광역시 지역축제 참가자와 문화원문화교실 수강생 240명에게 설문자료를 배포하여 이 중 유효한 설문지 227부(94.6%)를 활용하였다. 연구문제로는 첫째, 문화예술학습활동을 관람활동과 체험활동으로 분류하여 삶의 만족도에 미치는 영향을 분 석하였으며, 둘째, 문화예술학습활동이 심리적 안녕감에 미치는 영향을 분석하였다. 마지막으로 이들의 관계에서 자기효능감과 개방성의 조절효과에 대해서 분석하였다. 연구 결과는 다음과 같다. 첫째, 문화예술학습활동 참여도는 개인의 삶의 만족도에 유의한 정(+)의 영향을 미치는 것으로 나타났다. 둘째, 문화예술학습활동의 참여도는 개인의 심리적 안녕감에도 유의한 정(+)의 영향을 미치는 것으로 나타난다. 셋째, 자기효능감과 개방성의 조절효과에 대한 분석결과를 살펴보면, 자기효능감은 문화예술학습활동과 삶의 만족도 및 심리적 안녕감 간의 관계에서 모두 조절효과가 발견되었으며, 개방성에 대한 조절효과는 문화예술학습활동과 심리적 안녕감 간의 관계에서만 발견되었다.

Purpose: The purpose of this study was to identify the effect of simulation-based education for nursing students. Methods: One group pre-post test of quasi-experimental design was used. Forty-four nursing students participated in the study. The instruments used for this study were critical thinking disposition scales and problem solving process scales, clinical competency scales. Data were analyzed using the SPSS 18.0 program with descriptive statistics, paried-test. Results: There were significant increases in critical thinking(t=5.958, p<.001), problem solving process(t=3.331, p=.002) and nursing clinical(t=2.226 p=.031). Conclusion: In conclusion, the simulation-based education program was effective in contributing towards the development of critical thinking, problem solving process and clinical competence. Further study is needed to develop of clinical based learning modules and determine the effect of simulation method, learning times, team size on learrning.

Purpose: Clinical training for nursing students is limited to obstetrical nursing to avoid potential risks. This study was conducted to examine the effects of a simulation-based learning for obstetrical nursing. The study examines knowledge of obstetrical nursing, performance ability and self-confidence between experimental group (nursing student who participated in the simulation-based learning discussing case studies and comparing to their own experience) and control group. Methods: The study was designed using a nonequivalent control group pretest-posttest design. Twenty nursing students were assigned to experimental group and participated in the simulation-based learning. The data were analyzed using the SPSS 18.0 program to perform χ2-test and t-test. Results: The experimental group showed significantly higher posttest scores in knowledge, performance ability and self-confidence than those of control group. Conclusion: The study results indicate that a simulation-based learning was effective in increasing knowledge, performance ability and self-confidence for nursing students.

기업 경쟁력 강화를 위한 핵심요인으로서 인적자원의 개발과 관리에 대한 관심이 그 어느 때 보다도 높아지고 있다. 인적자원개발(HRD)과 인적자원관리(HRM) 활동이 조직의 재무성과와 유효성 증진을 위한 선행요인이라는 점은 많은 연구를 통해 규명되어 왔으며, 인적자원에 대한 전략적 수준에서의 논의가 활성화되면서 HRD와 HRM의 기능이 갖는 역할이 주목을 받고 있다. 하지만 조직성과 향상에 있어 두 영역이 어떠한 관계를 갖는 지에 대한 실증연구는 많지 않은 상황이다. 이에 본 연구에서는 조직 내 주요 변인으로서의 학습조직 구축요인과 인사관리 효과성 간의 관계를 규명함으로써, HRD와 HRM 영역이 갖는 관계를 살펴보고자 하였다. 특히 조직의 인적자원의 개발과 관리에 대한 포괄적 시각을 견지하기 위해 성과와 학습으로 대변되는 HRD 패러다임에 대한 고찰을 실시하고, 이를 토대로 학습조직 구축요인을 사람요인과 구조요인으로 구분하여, 이들 요인이 인사관리 효과성과 갖는 관계를 가설적 연구모형으로 설정하였다. 가설 검증을 위해 국내 S그룹 5개 계열사의 Senior Manager급 이상 관리자 383명을 대상으로 설문조사를 실시하였으며, 총 172개의 유효 표본을 활용하여 매개회귀분석을 실시하였다. 검증 결과, 학습조직 구축요인의 사람요인과 구조요인은 모두 인사관리 효과성에 긍정적 영향을 미치는 것으로 나타났으며, 학습조직 구축요인의 구조요인은 사람요인과 인사관리 효과성 간의 인과관계에서 부분적인 매개효과를 갖는 것으로 나타났다. 연구결과를 통해 인사관리 효과성을 증진하기 위해서는 학습조직을 조성하는 개인과 조직 수준의 요인들을 구분하여 그 관계를 설정하고 조직의 특성과 상황에 따라 수준별 요인을 활성화하는 것이 필요하다는 결론을 도출하였다.

이 연구의 목적은 학습용 에이전트의 비언어적 의사소통이 의인화 효과에 미치는 영향을 검증하는 것이다. 대학생 56명을 대상으로 실험이 진행되었으며, 비언어적 의사소통은 제스처(지시적 제스처 vs. 대화적 제스처)와 얼굴표정(적용유무)에 의해서 구현되었다. 학습용 에이전트에 적용된 제스처는 지시적 제스처와 대화적 제스처였다. 지시적 제스처는 주의집중 유도 가설에 의해서 학습용 에이전트의 제스처가 시각단서의 역할을 수행할 것이라는 가설에 근거하고 있다. 대화적 제스처는 사회성 가설에 의한 것으로 학습용 에이전트의 사회적 상호작용을 촉진시키기 위한 것이다. 얼굴표정은 주로 사회성 가설을 지지하는 설계원리로 보았다. 의인화 효과 측정에서는 학습개입에 대한 상호작용이 유의미했다. 대화적 제스처 조건에서 얼굴표정이 있고 없음에 따라서 학습개입에 대한 의인화 효과가 유의미했다. 대화적 제스처와 얼굴표정이 적용되면 학습개입을 촉진하는 것으로 나타났다. 이 연구는 두 가지 시사점을 제공하고 있다. 첫째, 얼굴표정은 학습개입에서 중요한 역할을 한다. 둘째, 제스처와 더불어 얼굴표정과 제스처가 동시에 적용되어야 한다.