A Web-based on-machine mould matching and measurement system based on CAD/CAM/CAI integration     

CHOI Jin-hwa JEON Byung-cheol KIM Gun-hee SHIN Bong-cheol LEE Honghee CHO Myeong-woo SEONG Eun-je PARK Dong-sam 《浙江大学学报(A卷英文版)》2006,7(9):1474-1481

INTRODUCTION Today, the manufacturing industry makes con- stant effort in order to construct an E-manufacturing system using information technology for effective production control, and then, it offers the integrated production control to the workers, the production managers, and the consumers, etc. (Lee, 2003; Choi, 2004). In the mould manufacturing industry, the process managers often request paperwork to know the information of the processes on CNC machine tools or they visit the shop…  相似文献   

A Study of Changes in the Library and Information Science Curriculum with Evaluation of Its Practicality     

Younghee Noh  In-Ja Ahn  Sang-Ki Choi 《The Journal of Academic Librarianship》2012,38(6):348-364

PurposeThis study analyzed the process of changes in Korean Library and Information Science curriculum and evaluated the courses currently available by using a perception survey of librarians in the field. It also explored a possible demand for new courses, while suggesting compulsory, core, and optional courses for Bachelor's degree curriculum in Library and Information Science worldwide including Korea and the US.Design/Methodology/ApproachThis study progressed through a total of 5 steps as follows: investigating the background of why current courses of Library and Information Science were offered (interview), finding out the current courses in Library and Information Science (homepage search and phone interview), finding out which courses students have actually completed among those available (literature and resource research), evaluating the practicality of the available courses by librarians in the field (survey), and exploring the demand for new courses (survey). In addition, this study analyzed the process of change in the courses offered by investigating the curriculum over the last 20 years.FindingsFirst and foremost, it was found that the decision of which course will be offered is strongly influenced by faculty. Second, in the analysis of the process of opening up new courses, it was revealed that the number of courses is growing and the courses are becoming more diversified and more specific. Third, the survey results of the completion of curriculum for the last three years in 10 universities demonstrate that only 50% of the available courses are being completed. Fourth, in the survey of which courses the librarians in the field think are necessary among the 90 courses suggested, 21 courses scored more than 4 points in a 5-point Likert scale regarding the demand for new courses. Fifth, the new courses which scored high levels of demand points were: Practice in Organizing and Managing Web Resources, Library Planning, Marketing, and Assessment, Understanding Information Technology for Managing Digital Collections, and Information and Communication in a Digital Age. Sixth, this study shows that there is a high level of agreement between courses completed by students and those which gained high levels of demand points in the practicality evaluation.Limitations/ImplicationsAs this study was performed in Korea where the Bachelor's degree course is fundamental, it will contribute valuable information to countries where universities have recently opened or are trying to open programs for Bachelor's degrees in Library and Information Science such as the US, or to curriculum study in countries such as China and Japan which have educational environments similar to Korea. However, similar studies need to be performed in different countries.Originality/ValueThis study has great significance as it has analyzed not only the curriculum of the last 20 years but also discovered how many of the newly created courses have actually been completed by students and the opinions of librarians in the field on these courses; there has not been such an encompassing study as this either inside or outside of Korea.  相似文献   

Transformation of classroom spaces: traditional versus active learning classroom in colleges     

Elisa L. Park  Bo Keum Choi 《Higher Education》2014,68(5):749-771

Educational environment influences students’ learning attitudes, and the classroom conveys the educational philosophy. The traditional college classroom design is based on the educational space that first appeared in medieval universities. Since then classrooms have not changed except in their size. In an attempt to develop a different perspective of educational environment, a new design of classroom, the active learning classroom (ALC), was established at SoongSil University in Korea. Two questionnaire surveys were conducted for diagnosing the educational effects of students’ learning in the ALC and comparing the results with those obtained regarding the traditional classroom. The result proved the existence of a ‘golden zone’ and a ‘shadow zone’ in the traditional classroom, which discriminate students’ learning experiences depending on seating positions. On the contrary, the ALC did not produce such positional discrimination. Students perceived the ALC environment as more inspirational, especially in regards to active class participation. Students with more emphasis on academic achievement showed greater tendency to share information and to create new ideas in the ALC. However, in the traditional classroom setting, only students with high GPAs were more motivated to learn while the gap in learning attitudes was offset in the ALC setting. In-depth discussions about research findings were undertaken and four suggestions were provided in support of school administrators and relevant institutional personnel, faculty members, and researchers for future utilization of the ALC.  相似文献   

Does the reputation of a faculty member’s graduate programme and institution matter for labour market outcomes?     

Jarrett B. Warshaw  Robert K. Toutkoushian  Hyejin Choi 《Journal of Education & Work》2017,30(8):793-812

For a future faculty member the choice of which graduate programme and institution to attend is considered to have important implications for securing academic employment, developing skills to succeed in academia, and yielding positive returns on investment of time and money in education. Yet does it matter where a faculty member attends graduate school – and if so, is it the reputation of the programme or the institution that matters most for his or her labour market outcomes? In this study, we used nationally representative data from the U.S. to estimate the relationship between a faculty member’s graduate programme and institution and their institution of first academic employment, research productivity, and salary. Our findings suggest that the reputation of one’s graduate department may factor more heavily than reputation of institution in the type and level of institution at which he or she is first employed, while graduate institution reputation has notable marginal, positive benefits associated with research productivity and salary. We discuss implications for the influence of graduate education on academic careers.  相似文献   

A Study of Two Instructional Sequences Informed by Alternative Learning Progressions in Genetics     

Ravit Golan Duncan  Jinnie Choi  Moraima Castro-Faix  Veronica L. Cavera 《Science & Education》2017,26(10):1115-1141

Learning progressions (LPs) are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical (Mendelian) versus molecular genetics and the order in which they should be taught. In order to determine the relative difficulty of the different genetic ideas included in the two progressions, and to test which one is a better fit with students’ actual learning, we developed two modules in classical and molecular genetics and alternated their sequence in an implementation study with 11th grade students studying biology. We developed a set of 56 ordered multiple-choice items that collectively assessed both molecular and classical genetic ideas. We found significant gains in students’ learning in both molecular and classical genetics, with the largest gain relating to understanding the informational content of genes and the smallest gain in understanding modes of inheritance. Using multidimensional item response modeling, we found no statistically significant differences between the two instructional sequences. However, there was a trend of slightly higher gains for the molecular-first sequence for all genetic ideas.  相似文献   

The use (and misuse) of PISA in guiding policy reform: the case of Spain     

Álvaro Choi  John Jerrim 《比较教育学》2016,52(2):230-245

In 2013 Spain introduced a series of educational reforms explicitly inspired by the Programme for International Student Assessment (PISA) 2012 results. These reforms were mainly implemented in secondary education – based upon the assumption that this is where Spain's educational problems lie. This paper questions this assumption by attempting to identify the point where Spanish children fall behind young people in other developed countries. Specifically, by drawing data from multiple international assessments, we are able to explore how cross-national differences in reading skills change as children age. Consideration is given to both the average level of achievement and the evolution of educational inequalities. Our conclusion is that policy-makers have focused their efforts on the wrong part of the education system; educational achievement is low in Spain (and educational inequalities large) long before children enter secondary school. This study therefore serves as a note of caution against simplistic interpretation of the PISA rankings.  相似文献   

Structured Constructs Models Based on Change‐Point Analysis          下载免费PDF全文

Hyo Jeong Shin  Mark Wilson  In‐Hee Choi 《Journal of Educational Measurement》2017,54(3):306-332

This study proposes a structured constructs model (SCM) to examine measurement in the context of a multidimensional learning progression (LP). The LP is assumed to have features that go beyond a typical multidimentional IRT model, in that there are hypothesized to be certain cross‐dimensional linkages that correspond to requirements between the levels of the different dimensions. The new model builds on multidimensional item response theory models and change‐point analysis to add cut‐score and discontinuity parameters that embody these substantive requirements. This modeling strategy allows us to place the examinees in the appropriate LP level and simultaneously to model the hypothesized requirement relations. Results from a simulation study indicate that the proposed change‐point SCM recovers the generating parameters well. When the hypothesized requirement relations are ignored, the model fit tends to become worse, and the model parameters appear to be more biased. Moreover, the proposed model can be used to find validity evidence to support or disprove initial theoretical hypothesized links in the LP through empirical data. We illustrate the technique with data from an assessment system designed to measure student progress in a middle‐school statistics and modeling curriculum.  相似文献   

Understanding the Transfer Deficit: Contextual Mismatch,Proactive Interference,and Working Memory Affect Toddlers’ Video‐Based Transfer          下载免费PDF全文

Koeun Choi  Heather L. Kirkorian  Tiffany A. Pempek 《Child development》2018,89(4):1378-1393

Researchers tested the impact of contextual mismatch, proactive interference, and working memory (WM) on toddlers’ transfer across contexts. Forty‐two toddlers (27–34 months) completed four object‐retrieval trials, requiring memory updating on Trials 2–4. Participants watched hiding events on a tablet computer. Search performance was tested using another tablet (match) or a felt board (mismatch). WM was assessed. On earlier search trials, WM predicted transfer in both conditions, and toddlers in the match condition outperformed those in the mismatch condition; however, the benefit of contextual match and WM decreased over trials. Contextual match apparently increased proactive interference on later trials. Findings are interpreted within existing accounts of the transfer deficit, and a combined account is proposed.  相似文献   

Understanding the leadership qualities of a head of department coping with curriculum changes in a Hong Kong secondary school     

Angela Choi Fung Tam 《School Leadership & Management》2013,33(4):367-386

Little relevant research examining the leadership patterns of heads of department (HoD) coping with curriculum changes is found within the Chinese context. This article presents an exploratory case study which delineates the leadership qualities exhibited by a HoD as he overcomes the difficulties typically confronted in the process of school-based curriculum development (SBCD) in a Hong Kong secondary school. The findings showed that the challenges faced by the HoD included: (1) teachers' low receptivity of SBCD; (2) teachers' limited time and expertise in SBCD; and (3) a need for more effective collaboration in the department. The essential leadership patterns detected were: (1) personal charisma; (2) shared vision building; (3) empowerment of teachers; (4) changing beliefs and enhancing the capacity of teachers; and (5) fostering collegiality among teachers. This study suggests that unless the HoD is committed to making an innovation a priority, the potential of teachers to contribute to any curriculum change may not be realised.  相似文献   

Understanding gender inequality in central e-government: A Korean case study     

Yeon-Tae Choi  Sangin Park 《Government Information Quarterly》2013

In this study, we examine gender inequality in the use of the Korean central government website in 2010. Adapting the digital divide and the gender differentiation hypothesis, we analyze e-government users and the determinants of their demand for e-government websites. Specifically, after controlling for socio-economic factors and family characteristics as demand determinants, we test whether gender inequality in e-government access and usage persists across central government units that provide differentiated public services. Our regression results indicate (i) no persistent gender inequality, supporting the gender differentiation hypothesis, and (ii) the importance of family characteristics as a determinant of demands for e-government websites. However, we also find a persistent divide in access to and usage of central e-government services by education and occupation, which deserves more attention and further research.  相似文献