• Journal of Engineering Education Research
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• v.20 no.5
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• pp.34-42
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• 2017

This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.

• Journal of Engineering Education Research
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• v.26 no.1
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• pp.12-19
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• 2023

With the introduction of the accreditation of engineering programs in Korea, universities affiliated with the programs have opened introductory engineering design courses for first- or second-year students. Since these courses mainly aim at cultivating problem-solving skills through team projects, this type of classes has opened as face-to-face classes. However, from the beginning of 2020, online teaching was recommended or forced on universities due to the COVID-19 pandemic. Thus, effective design of online courses on introductory engineering design was inevitable during the period. In this paper, we introduce a case study of the course in the Department of Computer Science at S University in Fall 2021. Through concrete suggestions on project areas, selection of team members considering grade levels and interest, several systems for prevention of free riding, and carefully designed open-book exams, the course resulted in both high achievements and high satisfaction.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.59-67
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• 2014

This paper is about a case study of an interdisciplinary and intercultural collaborative design project course that has been offered for six years. The distinct characteristics of this course lie in that its students consist of those in two different disciplines, mechanical engineering and industrial design, and also in two different countries, Korea and Germany. The themes of the design project have been selected differently over the years, but always were related to transportation and, particularly, personal mobility devices. The paper first delineates the course and illustrates examples of the outcomes. Then, unique aspects and challenges of the course that have been observed through the six runs and that are associated with the intercultural and interdisciplinary nature are indicated and discussed. The author is convinced that this course has been successful in helping prepare the students for globally-operating manufacturing companies in the future. It is hoped that the findings from this course and the discussions contained in this paper would help those who plan to offer similar courses.

• Journal of Engineering Education Research
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• v.17 no.6
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• pp.12-19
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• 2014

Failure is an important part of engineering practice. Engineers utilize all of their competences and resources in order for their products or processes to meet the initial intention and purpose, and not to fail. However, the technological products sometimes end up with failure. The failure, in many cases, is related to non-technological factors or systems, not just limited to technological factors. Moreover, the evaluation of failure is performed by a variety of agents, including consumers, civic groups, government as well as professional groups. Thus, this study raises an issue that the existing concept of failure, which focuses on the operation of function, is not sufficient enough to properly cover the success or failure of technology required by the modern society. In the recent trends of engineering, new concepts and methods have been developed by expanding the traditional concept or introducing a new perspective of failure, so that engineering failure can be better understood in the mutual relationship between technology and society. This research attempts to suggest a methodology of how the failure of engineering can be utilized and properly combined in the major education, design education and engineering ethics education. Also, it aims to contribute to the quality improvement of engineering education to train engineers who can lead the society with responsibility as well as professional competence.

• Journal of Fisheries and Marine Sciences Education
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• v.25 no.1
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• pp.167-180
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• 2013

A capstone design is regarded as one of cap courses in undergraduate engineering education because it requires most prerequisites and makes students experience real engineering design processes. There have been case studies to show how this subject should be organized, practiced, and optimized. This study shows one of the case studies by focusing offshore wind power, one of newly recognized renewable energy resources, especially targeting for the design of wind turbine foundation and submarine power cable protectors mainly because of current energy and global warming crisis. To pinpoint engineering design, the students'activities during the project and design procedures are monitored, evaluated, and recommended; hence, core factors are addressed to develop successful aim, theory, practice, and other necessities. These factors include creative problem solving abilities; recognition of engineering curriculum; selection of project theme based on significance, ripple effect, and education purpose; team organization by the full brain model; systematization of project process; realization of engineering design; and synthesis of evaluation. In the end, the aftermath and future works are discussed.

• Journal of Engineering Education Research
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• v.13 no.2
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• pp.74-77
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• 2010

This article proposes to examine how the study of failure differs from other technical subjects, and how to turn failure experiences to one's advantage. The authors surveyed the properties of failures in PBL (Project Based Learning) and also examined students' interest and understanding of failure, after introducing failure examples. To investigate how students communicate failure experiences to third parties, reports of the failure experience in PBL were evaluated. From above mentioned surveys, we get the following results. The typical causes of failure in educational institutions are lack of skill in manufacturing and inadequate planning, which conversely are minor causes of failure in the industry. A knowledge database on failure, employed commonly in industry, is not effective in PBL, because projects in educational institutes are usually changed every year. Case studies in failure can be approached from many points of view including causes, processes, effects and safety measures. While teachers should emphasize the notable points in the failure examples in introducing examples of specific topics in machine design, teachers should explain the multiple aspects in the failure examples to educate students about the complexity of actual accidents.

• Journal of Engineering Education Research
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• v.22 no.2
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• pp.16-27
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• 2019

In order to note some points necessary for developing the cornerstone design course concentrating on conceptual design through that students acknowledge that engineering design is not to make things but to produce knowledge not only meet requirements of clients, users, and stake holders but also to solve problems, this paper describes the contents for the course that covers conceptual design as well as embodiment design, explains some ways and tools both for guiding students and for asking for study of lecture materials, and discuss things to be considered when faculty designs the course.

• Journal of Engineering Education Research
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• v.23 no.1
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• pp.3-9
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• 2020

The purpose of the study was to develop the Arduino based STEAM instruction materials for creative engineering design class. PDIE model was used in this study. We developed a STEAM lesson plan and a STEAM lesson worksheet for a total of six sessions through the steps of preparation, development, implementation and evaluation. The validity of the instruction materials was evaluated by the 10 experts using a survey. The instruction materials were applied to the class (52 students attended) of the creative engineering designs unit in technology and home economics subject. The class satisfaction and the creative solving-problem ability were examined after the calss. The class satafacition was high as the average of 10 item was 4.57 (out of 5). The paired t-test was conducted to compare the means of the creative solving-problem ability. It was observed that 'understanding and mastery of knowledge, thought, function and skills in a specific domain', 'divergent thinking', 'critical and logical thinking' and ' motivational factors' were significantly increased after the class. The instruction materials develped in this study were successfully designed to enhance the creative solving-problem ability by designing creative tasks and to intrique the interest by adding visual and auditory stimuli with the Arduino.

• Journal of Practical Engineering Education
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• v.8 no.2
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• pp.75-81
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• 2016

This research proposes to design a flipped classroom with strategic questioning to enhance engineering student's creative problem-solving competency on the basis of the subject knowledge. By applying the designed flipped classroom to both of college and dual system engineering courses during one semester, this study explores to find the meaning and effects of the flipped learning method. The case study analyzed the influences of the flipped learning with the use of strategic questioning on student's problem-solving performance, and also investigated student satisfaction and evaluation of the learning in order to draw out the factors to consider further in the instructional design.

• Proceedings of the KIEE Conference
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• 1997.11a
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• pp.16-18
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• 1997

There have been great advances in communication and networking in recent times. It is necessary to take advantage of this information infrastructure for the purpose of developing an engineering education system. But the networking system was expensive or hard to develop. The current international networking is converging to the use of the World Wide Web system. It has become a new standard for global network communication. But there are not a great number of applications which take full advantage of this environment. In this Imper, an interactive education system for engineering education using the World Wide Web will be presented. This can be used as a supplementary kit for engineering education of synchronous machine design. The system is developed using JAVA and can be accessed using Web browsers.