• 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.

• 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.

• Journal of Digital Convergence
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• v.12 no.7
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• pp.217-227
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• 2014

Since 2010, the universities in Korea have been faced severe difficulties on the selection of students and on the delivery of high quality education services, as the number of students is reduced and the college entrance rate is declined. To solve these problems, the universities have introduced the various and professional education services such as team-based projects, case study, e-learning, action learning, etc. The purpose of this study is to examine the effect of team-based project learning on the student's satisfaction in business education. The 4 factors(team cohesiveness, teamwork, team performance and goal achievement) are measured by using questionnaire survey and data are collected from 134 students(34 teams) for 4 subjects. The results show that the structure of team cohesiveness${\rightarrow}$teamwork${\rightarrow}$student's satisfaction is statistically significant, and that team performance and goal achievement are not significant. The student's satisfaction in team-based project learning would highly be related with team cohesiveness.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.107-119
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• 2016

This research was explored the effects of the application of the team-based classes on the self-directed learning, the academic self-efficacy, and the level of learning satisfaction of the nursing students. Study subjects are 104 nursing students from one university from G region. The data were analyzed by t-test, one-way ANOVA, paired t-test, Pearson's correlation coefficients. With regard to the differences between the levels of the learning satisfaction, the differences were shown (t=4.410, p<.05). Regarding the self-directed learning, it rose to the average of 3.50 points after the application of the team-based learning from the average of 3.39 points. It showed a difference (t=-2.083, p=<.05). And the academic self-efficacy rose to 3.65 points from the 3.12 points after the application of the self-based learning. And it showed a difference (t=-14.175, p=<.001). The level of the learning satisfaction was shown to be over the middle with the average of 3.73 points. And the self-directed learning after the application of the team-based learning showed an academic self-efficacy (r=.512, p<.001), a level of the learning satisfaction (r=.421, p<.001), and a positive relationship. It was proven that the team-based learning can cultivate the capabilities for effectively solving the clinical problems.

• The Journal of Korean Association of Computer Education
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• v.18 no.4
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• pp.41-53
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• 2015

The purpose of this study is to investigate the effects of centralization on shared mental model, satisfaction and achievement in a web-based collaborative learning. Sixty-eight undergraduate students were randomly assigned to 7 groups and they participated in a 4-week web-based collaborative learning. Three highly centralized teams and three less centralized teams were selected, and analyzed for investigating whether there are meaningful differences in shared mental model, satisfaction and achievement according to the degree of centralization. The results showed that there was no significant difference in shared mental model between the highly and less centralized teams. However, the highly centralized teams showed higher level of satisfaction and achievement than the less centralized teams.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.411-417
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• 2020

The purpose of this study was to suggest strategies of team project based learning for undergraduate students by exploring the effects of perceived usefulness on satisfaction in team project-based learning. Also, this study investigated the effects of autonomy support, self-efficacy for group work, and perceived interaction on perceived usefulness. The findings of this study revealed that perceived usefulness affects satisfaction in team project-based learning. Moreover, the results showed that autonomy support and self-efficacy for group work influence perceived usefulness. The findings of this study imply that perceived usefulness is critical team project-based learning is critical to successful learning. Additionally, autonomy support and self-efficacy for group work enables users to perceive usefulness in team project-based learning.

• Proceedings of the Korea Contents Association Conference
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• 2011.05a
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• pp.233-234
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• 2011

액션러닝은 팀기반으로 실제의 문제를 해결하는 교수-학습방법이다. 최근 대학에서 액션러닝을 도입하여 대학의 현장적합성을 반영하고, 이론과 실제를 겸비한 교육으로의 변화를 추구하는 움직임이 일어나고 있다. 그러나 학습자들이 강의식 수업 또는 다른 팀기반 학습에 비하여 많은 학습노력에 대한 부담감을 느끼고 있으며 교수자들이 이에 대한 수업의 불성실한 참여 및 불만족을 우려하고 있다. 이에 이 연구에서는 학습자들의 성취목표지향성이 학습과정의 개인 노력과 팀노력 그리고 결과만족을 설명할 수 있을 것이라 보고 이들의 관계를 탐색하였다. 분석 결과 숙달접근의 학습자들은 학습노력을 많이 기울이며 결과에도 만족하는 것으로 나타났으며 회피접근보다는 수행접근의 학습자들이 학습 노력을 많이 기울이며 학습결과도 만족하는 것으로 해석되었다. 따라서 액션러닝을 설계하고 운영할 때, 수업방법의 의미와 학습노력 및 결과에 대한 의미부여와 공감을 충분히 하여 숙달접근이 아닌 다른 성취 목표지향성을 보이는 학습자들을 독려할 수 있어야 하겠다.

• 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 Digital Convergence
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• v.18 no.8
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• pp.271-279
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• 2020

Simulation practice training is used in nursing education as an education method to improve the adaptability to the clinical field, but responds to unpredictable situations and negatively affects practice satisfaction. This study applied a team-based learning utilizing a pre-briefing inequality controls ago to investigate the effect of self-efficacy, simulation practice satisfaction and clinical performance of the nursing college in the simulation based nursing education and after quasi-experimental study. Data collection in the fourth grade and P University Nursing 72 peoples, the study period is from November 15 from October 14, 2019. As a result, the experimental group that applied team-based learning using pre-briefing showed higher self-efficacy, simulation practice satisfaction, and clinical performance than the control group. Therefore, applying team-based learning to the pre-briefing process can be an important learning strategy for simulation practice training, and suggests a follow-up study to confirm the effectiveness by standardizing the pre-briefing step later.