• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.21-26
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• 2022

This study touched on the effect of the different electronic course designs on the programming skills of university students. The researcher used the experimental research design of a quasi-experimental of two experimental groups to achieve the objectives of the study. The first group underwent an electronic course designed in the holistic pattern, and the second group was taught a course in a sequential pattern. This experimental design was intended to measure the impact of these two learning modes on the learners' cognitive and performance achievement of programming skills. An achievement test and observational form were the data collection tools. Data were analyzed statistically using Pearson correlation, Mann Whitney Test, and Alpha Cronbach. The findings revealed statistically- significant differences between the mean scores of the students of the first and second experimental groups in favor of the former concerning the observational form and the latter in the cognitive test. Based on the findings, some recommendations are suggested. Due to their effectiveness in the educational process, expanding using the e-courses at universities is vital. The university teachers are highly recommended to design e-courses and provide technical and material support to the e-courses user to fulfill their design purpose.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.15-20
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• 2022

The study investigated the effects of differences in some electronic course designs on university students' Computational Thinking Skills (CTS). Towards this end, the researcher adopted the experimental research design of a quasi-experimental of two experimental groups. The first group was taught an e-course designed in a sequential pattern, and the other group's course was designed according to the holistic model. A CTSs test was prepared to collect the relevant data, and the data were analyzed statistically using these tests- Pearson correlation Mann Whitney and Alpha Cronbach. Results revealed statistically-significant differences at the level α=0.05 between the mean scores of the first and second experimental groups in favor of the latter in the CTS test. The findings gave ground to put forward some salient recommendations, including the need to expand computational thinking in universities' educational process. It also recommends urging faculty members to enhance e-courses in the educational process and provide technical support to students and faculty members.

• The Journal of Korean Institute for Practical Engineering Education
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• v.3 no.1
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• pp.51-55
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• 2011

In this paper, it introduce how to operate the design 1 credit (one hour), containing in the experimental courses (2 credits and 3 hours) of "Basic Electronic Circuit Design and Experiment" and "Advanced Electronic Circuit Design and Experiment" in junior grade of Information & Control Engineering Advanced Course in Hankyong National University. The effective procedures, results, and improvements to operate the design 1 credit (one hour) in combination with the experimental one credit (2 hours), according to the engineering accreditation system, are introduced. To learn an effective design method, students have to learn completely the design courses according to a system diagram for completing design courses.

• Journal of Power Electronics
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• v.10 no.6
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• pp.595-603
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• 2010

In this paper, teaching in a "switching converter (SC) design" course using problem-based learning (PBL) with dynamicbehavior- model simulation, given at Lunghwa University of Science and Technology (LHU), Taiwan, is proposed. The devised methodology encourages students to design and implement the SCs and regulate the controller's parameters in frequency domain by using 'sisitool' ('bode') in the MATLAB toolbox. The environment of PBL with converter characterization modeling and simulation reforms the learning outcome greatly and speeds up the teaching-learning process. To qualify and evaluate the learning achievements, a hands-on project cooperated with the continuous assessment approach is performed to modulate the teaching pace and learning direction in good time. Results from surveys conducted in the end of the course provided valuable opinions and suggestions for assessing and improving the learning effect of the proposed course successively. Positive feedbacks from the examinations, homework, questionnaires, and the answers to the lecturer's quizzes during class indicated that the presented pedagogy supplied more helpfulness to students in comparisons with conventional teaching paradigm, their learning accomplishments were better than expected as well.

• Journal of Engineering Education Research
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• v.6 no.2
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• pp.22-29
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• 2003

The ultimate goal of a hardware design course is to equip the students with the system design ability. However, the majority of the current structures of the design courses are focused on the understanding of the operational principles of each device which is used later as a building block for the design of a system. The shortcomings of this approach are, first, that it is very hard to keep the students motivated to the end of the course where system design concepts are dealt, and, second, the students do not have enough experience of the system design which is usually required in the field. As an alternative to solve these problems, it is necessary to reverse the order of contents of the course. Namely we introduce the high level of the abstract concept of the system design in the very beginning of the course and later by lowering the level of abstraction to the operational principle of the internal devices. In this paper, we propose a new top-down methodology for the introductory hardware design course of logic design, where the design expression and verification in the system-level are introduced first and then detail knowledge on each device is introduced later. Also, we report a case result from a student's working group as part of an extracurricular education in order to verify the validity of our proposed approach

• Journal of Engineering Education Research
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• v.12 no.4
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• pp.142-149
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• 2009

This paper deals with the analysis and comparison between on the course of a conventional engineering design (typically project-based learning) and a new engineering design (introduced PBL model to conventional engineering design). The purpose of the study is to identify and prove the effect of PBL model on the course with a new teaching-learning. In the result of t-test, there were significant statistics in the creative problem solving and self-directed learning ability, but no significant statistics in the team work and communication skill ability. Also the average of factors of the problem-based strategy is higher than those of the project-based strategy. In the problem-based strategy, the team work has the most influential on the satisfactory of the course. However in the project-based strategy, the comprehension of given product has the most influential on the satisfactory. Finally, this study has proved the effect of PBL on the course engineering design.

• Journal of Engineering Education Research
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• v.15 no.2
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• pp.3-9
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• 2012

Normally, people think the results of engineering design project can be seen and be touched, however, it's not easy to develop such design subjects at IT related program. This matter turns into an initiative of Seoul Accord corresponding to the Washington Accord. In this paper, an engineering design project is developed from the lecture course that can hardly develop a touchable project due to the lack of expanse or the own characteristics of the course in the IT related program that follows the Washington Accord. An open-ended design project with the pre-defined design components and realistic constraints is developed for the Computer Network Design course. Each team consisted of 2 or 3 students performs the project for more than 5 weeks utilizing a software simulator, the Packet Tracer. In order to analyze the effectiveness, we have used various evaluation tools such as final presentation, peer evaluation, survey results, and mid/final exams. We concluded that the hard and soft skills of students have been improved considerably through the project.

• Annual Conference on Human and Language Technology
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• 1992.10a
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• pp.347-357
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• 1992

컴퓨터용어에 대한 약어들을 기존 사건관리 방법에서 벗어나 컴퓨터에 수록하여, 음성을 포함한 한글 및 영문풀이 조회, 추가등록, 삭제, 수정을 가능케 하여 어휘변화 및 의미파악에 신속히 대처하고, 영문, 한글 단어를 이용한 약어검색 기능과 시스템에서 임의로 문제를 출제, 학습자 수준을 측정해볼 수 있는 컴퓨터 보조학습(CAI)과 knowledge base 교체시 타분야에서 활용이 가능하도록 DB화한 약어 전문가체제로, 업무 활용자(학습자)와 컴퓨터 상호작용에 의한 개인차를 극복할 수 있도록 컴퓨터용어 약어 전자사전을 설계하였다.

• Transactions on Electrical and Electronic Materials
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• v.17 no.5
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• pp.280-288
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• 2016

Microelectronic product consumers may already be expecting another paradigm shift with smarter phones over smart phones, but the current status of microelectronic manufacturing engineering education (MMEE) in universities hardly makes up the pace for such a fast moving technology paradigm shift. The purpose of MMEE is to educate four-year university graduates to work in the microelectronics industry with up-to-date knowledge and self-motivation. In this paper, we present a comprehensive curriculum for a four-year university degree program in the area of microelectronics manufacturing. Three hands-on experienced-based courses are proposed, along with a methodology for undergraduate students to acquire hands-on experience, towards integrated circuits (ICs) design, fabrication and packaging, are presented in consideration of manufacturing engineering education. Semiconductor device and circuit design course for junior level is designed to cover how designed circuits progress to micro-fabrication by practicing full customization of the layout of digital circuits. Hands-on experienced-based semiconductor fabrication courses are composed to enhance students’ motivation to participate in self-motivated semiconductor fab activities by performing a series of collaborations. Finally, the Microelectronics Packaging course provides greater possibilities of mastered skillsets in the area of microelectronics manufacturing with the fabrication of printed circuit boards (PCBs) and board level assembly for microprocessor applications. The evaluation of the presented comprehensive curriculum was performed with a students’ survey. All the students responded with “Strongly Agree” or “Agree” for the manufacturing related courses. Through the development and application of the presented curriculum for the past six years, we are convinced that students’ confidence in obtaining their desired jobs or choosing higher degrees in the area of microelectronics manufacturing was increased. We confirmed that the hypothesis on the inclusion of handson experience-based courses for MMEE is beneficial to enhancing the motivation for learning.

• Journal of Engineering Education Research
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• v.7 no.4
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• pp.32-37
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• 2004

Well organized design based education is the one of the best way to develop the abilities needed for the engineer such as the recognizing and formulating a problem and then solving it creatively and systematically. In order for this, we prepared a course named 'Introduction to the Engineering Design' for the first-year students, which aims at developing creativity and ability to promote a project. Experiment-design mixed courses and theory-design mixed courses, where students have to solve various design problems, are provided for the higher grade students. In this paper, we are focused on the experiment-design mixed course for the second-year students which has been operating from two years ago. Here we show how the teamwork ability is improved. We also present how to operate the course in detail so that anyone can easily get the way to reach the outcomes needed for the engineers.