• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.447-456
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• 2020

The purpose of this study is to examine the effects of team efficacy and perceived loafing on learning outcome in team-based project learning. For this purpose, questionnaire survey was conducted to 58 students who enrolled the adolescent welfare class in 2019 at H University. A hierarchical regression analysis was conducted for the effects of team efficacy and perceived loafing on learning outcomes and the interaction effect between two variables. Main results of this study were as follows. Team efficacy had a positive effect on learning outcomes. Second, perceived loafing did not have a statistically significant effect on learning outcomes. Third, the interaction effect of perceived loafing and team efficacy on learning outcomes was significant. In particular, the negative effect of perceived loafing on learning outcomes was reduced by team efficacy. Based on the research results, a plan to increase the learning outcome of team-based project learning was discussed.

• Journal of Digital Convergence
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• v.11 no.11
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• pp.595-602
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• 2013

The purpose of this study was to examine the effects of Team-based learning(TBL) program on learning motivation and learning attitude in nursing students. This study was an one-group pretest-posttest design. Nursing students were participated. TBL program was carried out for 100 minutes a week for 4weeks. Data were collected by questionnaires from nursing students from 4, October to 11, November, 2011. Data were analyzed by paired t-test. After TBL program, significant improvement was found in learning motivation and learning attitude. Therefore, the programs based on TBL are effective for enhance learning motivation and learning attitude, they will be used widely in the nursing education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.01a
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• pp.257-258
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• 2020

팀 프로젝트 기반 컴퓨터 프로그래밍 수업에서 팀의 동료 학습자들은 공동의 성과물을 얻기 위해 다양한 팀 활동을 하게 되며 그 과정에서 여러 학습 능력이 향상될 수 있다. 본 연구에서는 팀 프로젝트에 참여하는 학습자들이 팀 구성, 주제 선정, 프로젝트 계획서 작성, 역할 분담, 팀 단위의 프로그래밍 개발 활동 및 평가에 참여하는 과정에서 얻게 되는 학습 성과를 분석해보고자 한다. 팀 프로젝트 수행과 관련 있는 창의력, 협동 능력, 의사소통 능력 그리고 문제해결 능력에 대해 학습자들 스스로 얼마나 향상되었다고 느끼는지 조사분석하여 다음 학기 수업 운영 시 교수법 개선에 반영하고자 한다.

• The Journal of Korean Association of Computer Education
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• v.10 no.3
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• pp.31-38
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• 2007

The purpose of the study was to examine the correlations between team cognition and team process and team performance in e-learning based team learning environment. 55 graduate students consisting of 11 teams participated in the study voluntarily during the spring semester. In the result, it was found that team cognition had no relationship with team process and performance although sub-variables of team cognition and team process as well as team performance had a significant relation with each other. Some further research issues were addressed in terms of team leadership and potential variables affecting each variables.

• Journal of the Korea Institute of Building Construction
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• v.17 no.1
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• pp.101-109
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• 2017

This study aims to quantitatively analyze impacts of the team-based learning (TBL) method on learning of architectural engineering students. A TBL-based education program, consisted of preparation, readiness assurance, and application phases, was proposed by considering characteristics of architectural engineering education in South Korea and was applied in building construction classes. In order to measure learning effects and satisfaction levels of the proposed TBL-based education program, a set of questionnaires was conducted with students who took the building construction classes. As the results, learning effects and satisfaction levels of the TBL-based approach were higher than those of traditional approaches. Individual and team readiness assurance tests in the readiness assurance phase were the most effective and satisfactory items, while assessment in the application phase was the least effective and satisfactory item.

• Journal of Digital Convergence
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• v.17 no.11
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• pp.241-249
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• 2019

The purpose of this study was to develop a TBL program in the nursing Hematopoietic disorder in adult nursing, to apply nursing students to confirm the effects of academic self - efficacy, learning attitude and learning satisfaction and attempts have been made to identify perceptions of team-based learning. The study was conducted as a one-group pre-post test design study, and was conducted after the TBL class for the in the nursing students 3grade at B city from April 5 to May 17, 2018. The collected data were analyzed using SPSS/WIN 20.0 program. The results of this study showed that the improvement of both academic self-efficacy, learning attitude, and learning satisfaction after team-based learning showed statistically significant difference, and the participants' perception of TBL was positive. Therefore, it is suggested that if the TBL is actively extended to nursing education, it will contribute not only to the improvement of self-directed learning ability but also to the quality of nursing education and I suggest to research later in comparison with other teaching methods.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.7098-7108
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• 2015

This sturdy examined the effectiveness of Team-Based Learning(TBL) program according to learning attitude, learning motivation and self-directed learning of nursing students learning the anatomy. A 12week TBL program which they were made small group as 6-7 students aimed at anatomy aspects was given 145 freshmen. A triangulation that quantitative Research used paired t-test, Pearson Correlation Coefficient by SPSS WIN 18.0 and qualitative research was conducted content analysis. Through this subject, significant improvement was found in learning motivation(t=-2.97, p<.003) and self-directed learning(t=-2.40, p<.018). There was a significant positive correlation. TBL is useful teaching and learning method on nursing students. We suggest that it is needed to measure the educational effects of TBL against other subjects.

• Journal of Digital Convergence
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• v.15 no.10
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• pp.269-279
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• 2017

The purpose of this study was to analyze differences in learning ability, team satisfaction, and learning preference depending on teaming method and the key sub-variables involved in communication ability,, problem solving ability, self-directed learning ability changes before and after team-based learning, and then to apply a team-based learning method to nursing curriculum. From October to December, 2016, 96 first-year nursing students and 108 second-year nursing students of the K University in G city took TBL classes and their observation values before and after TBL classes was analysed with SPSS and Medcalc programs. The results of this study showed that team-based learning was effective in improving communication ability, problem solving ability, self-directed learning ability, and preference to team-based learning was high in teams composed of academic achievement. It is expected that team-based learning can be settled in the curriculum by emphasizing that students learn problem-solving and communication abilities through self-learning and team dynamics before the class, and that it also is a learning method that improves professionalism and individual development. More researches are needed to focus on various factors such as the methodological composition of team-based learning and the preferences of individual student characteristics and learning methods.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.497-506
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• 2013

The purpose of this study is to explore and develop a new instructional approach to a technology-enhanced, collaborative learning environment called Smart technology-enhanced Team-Based Learning (S-TBL). We designed a novel instructional model that combines mobile technology, collaborative teamwork, a problem-solving process, and a variety of evaluation techniques from the viewpoint of a conventional team-based model. Based on the traditional TBL model, we have integrated smart learning technologies: 1) to provide a holistic learning environment that integrates learning resources, assessment tools, and problem solving spaces; and 2) to enhance collaboration and communication between team members and between an instructor and his or her students. The S-TBL instructional approach combines: 1) individual learning and collaborative team learning; 2) conceptual learning and problem-solving & critical thinking; 3) both individual and group assessment; 4) self-directed learning and teacher-led instruction; and 5) personal reflection and publication.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.655-666
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• 2016

The purpose of this study was investigating effects of TBL (Team-based learning) on the academic achievements and learning satisfaction of university students. This study subjects were 46students in social welfare department. This study surveyed instructor-led classes and orientation of TBL, which is provided from the 1st week to 3rd week. Then, TBL was performed from 4th week to 14th week. The results were found by utilizing questionnaires and interviews through free form technology, which produced effective and measured responses. So academic achievements was improved significantly better than classical explanation teaching. And also learning satisfaction was improved with students' substantial amount, interesting and seamless interaction, active learning and participation, improved presentation technique, and competence in mutual communication. I suggest that TBL should be applied to other subjects.