Yonjoo Cho Research Collection

Permanent link for this collectionhttps://hdl.handle.net/2022/24681

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Developing an integrated evaluation framework for e-learning
(IGI Global, 2009) Cho, Yonjoo; Park, Sunyoung; Jo, Sung J.; Jeung, Chang-Wook; Lim, Doo H.
The purpose of this chapter is to provide an integrated evaluation framework of e-learning based on the basic concepts of evaluation and previous evaluation models. Several evaluation models were reviewed in order to lay the foundation for our proposed model of e-learning evaluation. Stufflebeam (1983), Kirkpatrick (1987), Phillips (1997), and Holton (1996) were chosen as four representative training evaluation models. The frameworks developed by Rosenberg (2001) and Khan (2005) were also reviewed to address several evaluation design issues for e-learning. Based on six evaluation models, an integrated framework is suggested for comprehensive e-learning evaluation. This integrated framework consists of six stages (i.e., context, resources, process, product, implementation, and outcomes) and two levels (i.e., program and organization). The practical case is introduced as an example that uses the integrated evaluation framework.
IT Companies’ HR Practices in South Korea
(Asia-Pacific Collaborative Education Journal, 2008) Cho, Yonjoo; McLean, Gary N.
The purpose of this study was to examine specific characteristics in IT companies’ HR practices in South Korea. Interviews with 12 HR executives and a survey of 51 IT companies showed that there were specific HR practices unique to the IT industry: a strong emphasis on talent; the importance of performance-based HR; the need for alignment of corporations,universities, and the government for an R&D workforce; and a government-led HR strategy for the IT industry in order to have a national power base.
Using Citation Network Analysis in Educational Technology
(Education Technology, 2012-05) Cho, Yonjoo; Park, Sunyoung
Previous reviews in the field of Educational Technology (ET) have revealed some publication patterns according to authors, institutions, and affiliations. However, those previous reviews focused only on the rankings of individual authors and institutions, and did not provide qualitative details on relations and networks of scholars and scholarly works. This insufficient landscape of the field has led the authors to become interested in discovering the relational patterns and network attributes in the scholarly works through a citation network analysis. The purpose of the study reported in this article was to introduce a citation network analysis in ET to promote interdisciplinary collaboration with neighboring fields. The distinctive features of citation network analysis derive from the utilization of a social network analysis approach to examining relational and network attributes in the citation data. The comparison of the citation network analysis of ET to that of human performance technology (HPT) and human resource development (HRD) fields are discussed and implications are elaborated for future research.
What is Action Learning? Components, Types, Processes, Issues, and Research Agendas
(Learning and Performance Quarterly, 2013) Cho, Yonjoo
Action learning’s central insight is that it is possible to develop organizational members’ competencies in the process of solving real, difficult organizational issues. Despite considerable interest and practice in action learning, human resource development has had difficulty in identifying distinctive features of action learning for research and practice. To clarify the nature of action learning, this article relies on recent reviews of action learning research and the author’s own experience in action learning practice. Additionally, this article will provide information on the fundamentals and importance of action learning. Included are core components of action learning (teams, problems, competencies, questioning/reflection/feedback, and learning coaches), two types of action learning (team-projects and individual-projects), and the action learning process (preparation, team meetings, and follow-up activities) from a practice perspective. Also included are critical related issues (the balancing act of action and learning, importance of context, and assessment of current research) and research agendas (continued research on the balance issue, key success factors of action learning, and comparison of three team learning approaches) for further investigation from a research perspective.
Learner control, cognitive processes, and hypertext learning environments
(Proceedings of the 1995 National Educational Computing Conference, 1995-06) Cho, Yonjoo
This qualitative study investigates the nature of the cognitive processes learners use in HyperCard environments: whether students' cognitive processes differ in learner-controlled versus program-controlled environments, and how much students learn in each. No overall dramatic differences between the learner- and program-controlled groups were found for cognitive processes in hypertext learning environments. The type of environment, learner- or program-controlled, did not appear to correlate with appreciable differences in learners'cognitive processes. Ability differences,however, were found to be significant. The results of this study supported previous findings that learner-controlled versions may be too difficult for low ability students. Qualitative participant differences (i.e.,interests, preferences) were also found to be meaningful, regardless of learning environment differences.
The Balancing Act of Action and Learning: A Systematic Review of the Action Learning Literature
(Educational Technology International, 2009) Cho, Yonjoo
Despite considerable commitment to the application of action learning as an organization development intervention, no identified systematic investigation of action learning practices has been reported. Based on a systematic literature review, the purpose of this paper is to identify whether researchers strike a balance between action and learning in their studies of action learning. Research findings in this study included: (1) only 32 empirical studies were found from the electronic database search; (2) based on the hypothesized continuum of Revans’ original proposition of balancing action and learning, the author categorized 32 studies into three groups: action-oriented, learning-oriented, and balanced action learning; (3) there were only nine studies on balanced action learning among 32 empirical studies, whose insights included an effective use of project teams, applications of action learning for organization development, and key success factors such as time, reflection, and management support; (4) case study was among the most frequently used research method and only six quality studies met key methodological traits; and (5) therefore, more rigorous empirical research employing quantitative methods as well as case studies is needed to determine whether researchers strike a balance between action and learning in studies on action learning.

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