Teachers in Digital Knowledge-Based Society: New Roles and Vision

The advent of a digital knowledge-based society has brought about significant changes in many ways. Specifically, educational problems are becoming more diverse, and tasks more complex, which necessitate the ability of teachers to apply feasible solutions to individual situations, as well as the flexibility to adapt to changing environments. These changes call for a paradigm shift in education to one that is search- and discovery-centered, emphasizing creativity and initiative, and valuing interaction and collaboration. This digital era requires the modern teacher to have the ability to play various roles including that of change enablers, digital networkers, and learning consultants, and to possess a high degree of humanity and morality, practicality and liberal sensitivity, and logical reasoning and general sensibility, in order to effectively work and cope within this dynamic educational environment. Asia is in a unique position to witness the materialization of a new generation of teachers who embody these ideals, due mainly to cultural and traditional factors. This paper proposes a vision of future education influenced by the uniqueness of Asian culture, the building of an Asia-Pacific network of teachers, and ways to effectively utilize the potential of digital society, all from the basis of Asian culture and tradition. This paper is presented as a keynote speech at the 3rd iAPED International Conference on Education Research, Seoul National University, Korea, October 24-25, 2002.     

浅论进运动在美国经济发展中的作用

西进运动是美国人民由阿巴拉契亚山脉向西部地区开发、移民、拓殖的缓发展过程,自18世纪80年代到19世纪90年代经历了100年以上的时间。这是大规模的、群众性的经济开发和社会迁移运动,对美国经济的发 展起了巨大的影响作用。     

Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction

Effects of student motivation on performance in Web-based instruction (WBI) were examined. In particular, applicability of the self-efficacy theory to WBI contexts was tested. A total of 152 junior high school students in Seoul, Korea, participated in WBI during regular science classes. Participants completed motivational surveys before the onset of WBI and took the written and search tests at the end of WBI. Path analyses revealed that students' self-efficacy for self-regulated learning positively related to their academic self-efficacy, strategy use, and Internet self-efficacy. Academic self-efficacy predicted students' performance on the written test, which comprised problems on topics covered during the previous WBI sessions. Students' scores on the WBI search test were significantly and positively predicted by their self-efficacy in using the Internet. More interesting, students' academic self-efficacy beliefs were not able to predict their search test performance, whereas students' Internet self-efficacy beliefs were not able to predict their written test performance.This research is based on data collected as part of Ha-Jeen Choi's master's thesis completed at Ewha Womans University.The authors thank Steven Ross and three anonymous reviewers for their helpful comments on earlier versions of this article.     

手臂摆动在跳高起跳中的生物力学意义

用模型研究法对跳高起跳中的手臂摆动进行了研究．分析了起跳前手臂和身体其余部分的受力情况．探讨了起跳时加速力的产生过程,比较了手臂不同的加速摆动方式对身体重心最后速度的影响。由此指出,手臂摆动对身体起跳加速力的贡献率很大,并且,手臂加速摆动的距离越长,身体重心速度的增加越明显。     

Integrating knowledge transfer and computer-mediated communication: categorizing barriers and possible responses

Communication is at the heart of knowledge transfer (KT). But studies of KT barriers do not explicitly consider the relationship and impact of specific communication modalities on KT. The modalities of computer-mediated communication (CMC), namely email, Voice Over Internet Protocol, Instant Messaging (IM) and the like are generally viewed as a group ‘CMC’. In this paper, we analyze the KT literature to distill 21 key barriers to successful KT. These barriers are then categorized according to basic communication theory. We then examine leading theories of CMC and discuss how based on these theories individual CMC modalities can be applied to KT barriers. We conclude with a model that presents the categorized KT barriers in a communication channel model that can be addressed by CMC modalities and that can potentially break down those barriers.