• International Journal of Quality Innovation
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• v.6 no.1
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• pp.43-57
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• 2005

Action learning motivates students to solve open-ended problems by 'developing skills through doing'. This paper reviews the concept of action learning and discusses the adoption of action learning approach to teach operations management at universities. It presents the design and delivery of an action-learning course at City University of Hong Kong. The course incorporates classroom lectures, tutorials and an action-learning workshop. The experience gained proves that action learning facilitates student participation and teamwork and provides a venue of accelerating learning where enables students to handle dynamic problem situations more effectively. The paper concludes that adopting action-learning approach can help lecturers to enhance quality teaching in operations management courses, and provide an alternate means of effective paradigm other than traditional classroom teaching and/or computer-based training at universities.

• Fashion & Textile Research Journal
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• v.23 no.6
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• pp.691-708
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• 2021

The emerging Fourth Industrial Revolution has triggered fundamental shifts in the fashion industry. Advanced digital technologies are not only reshaping how the fashion supply chains function, but also requisitioning new skill sets for jobs in this industry. A mismatch in required skills between current and future jobs is a critical issue that needs to be addressed in the fashion industry. Similarly, it is imperative that fashion programs in higher education keep pace with the rapid changes disrupting the fashion sector. Nevertheless, the increasing speed and the magnitude of digital transformation make it challenging to keep fashion curricula up to date. This paper presents the case of a Digital Merchandising course. Using the principles of designing flexible curricula and backward design, this Digital Merchandising course was developed to be flexible and responsive to the changing business environment. Building digital intelligence was the central learning goal for students to accomplish. The paper discusses the conceptual development processes for the course and provides, visual examples of major learning assignments, and a variety of digital tools. Fashion educators are encouraged to consider backward design and flexible curricula design guides as complementary tools to the widely used Bloom's taxonomy.

• Research in Mathematical Education
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• v.6 no.2
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• pp.159-170
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• 2002

The undergraduate curriculum in differential equations has undergone important changes in favor of the visual and numerical aspects of the course primarily because of recent technological advances. Yet, research findings that have analyzed students' thinking and understanding in a reformed setting are still lacking. This paper discusses an ongoing developmental research effort to adapt the instructional design perspective of Realistic Mathematics Education (RME) to the teaching and learning of differential equations at Ewha Womans University. The RME theory based on the design heuristic using context problems and modeling was developed for primary school mathematics. However, the analysis of this study indicates that a RME design for a differential equations course can be successfully adapted to the university level.

• Journal of Korean Biological Nursing Science
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• v.17 no.1
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• pp.78-87
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• 2015

Purpose: The purpose of this study was to investigate the effects of case-based learning (CBL) on learning motivation and learning satisfaction of nursing students in a human physiology course. Methods: The development and application of CBL scenarios was conducted from February to June, 2013. Nursing students (n=142) who registered for a human physiology course were assigned into either a control or CLB group. The control group received traditional lectures for 14 weeks. The CBL group received the same 14-week lectures and an additional 5 CBL sessions. The learning motivation and satisfaction were measured by questionnaires at the beginning and the end of the semester. Seven students in the CBL group were randomly selected for a focus-group interview. Quantitative data were analyzed by ${\chi}^2$-test and t-test, and qualitative data were analyzed by content analysis. Results: The learning motivation and learning satisfaction were not significantly different between the two groups. However, 59% of the CBL group answered with a positive impression on the CBL approach as it helped them to feel a sense of achievement, excitement, to form their identity as nursing students, and so on. Conclusion: These findings suggest that the CBL could be a challenging but useful learning method in a physiology course for nursing students. Further studies with guidance, such as instructors' questions and feedback design are needed to utilize CBL more effectively.

• Journal of Digital Contents Society
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• v.9 no.3
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• pp.499-507
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• 2008

This paper aims at studying the new SCORM based e-Learning system and self-course design method. To construct this aims, we have researched the merits, shortcomings and characteristics of the previous LMS(Learning Management System) and we have researched the merits, shortcomings and characteristics of SCORM(Sharable Content Object Reference Model). SCORM was suggested ADL (Advanced Distributed Learning) to elevate the reusability of learning contents. Also we have researched the related researches of SCORM, SCORM based LMS and case studies. This paper suggests the level based self learning and course design and the system based on SCORM. This system has elevated the effectiveness and satisfaction of the learners.

• Journal of Engineering Education Research
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• v.15 no.2
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• pp.52-57
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• 2012

This study summarized the case study of a course development of introductory engineering design considering the characteristics of civil and environmental engineering. The course mainly depends on conducting the design projects. The self-developed text book for the course consists of learning and activities of the core elements for the creation and decision of ideas and two independent design projects. Especially, the design project drew from a survey of students majoring in civil and environmental engineering and is well knitted to help students obtain the potential for soft-landing at higher major courses.

• Journal of Convergence for Information Technology
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• v.11 no.11
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• pp.335-344
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• 2021

The purpose of this paper is the development of course data models and learning achievement computation algorithms for enabling the course-embedded assessment(CEA), which is essential of competency-based education in higher education. The previous works related CEA have weakness in the development of the systematic solution for CEA computation. In this paper, we propose data models and algorithms to implement competency-based assessment system. Our data models are composed of a layered architecture of learning outcomes, learning modules and activities, and an associative matrix of learning outcomes and activities. The proposed methods can be applied to the development of the course-embedded assessment system as core modules. We evaluated the effectiveness of our proposed models through applying the models to a practical course, Java Programing. From the result of the experiments we found that our models can be used in the assessment system as a core module.

• The Journal of Korean Association of Computer Education
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• v.7 no.6
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• pp.47-58
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• 2004

To generate individualized and adaptive course, it's required to have the foundation structure in which learning objects are connected with each other with logical relevances. Each learner can have peculiar learning path at each point of time of learning through the logical relevancy between those learning objects and various links, considering individual learner. The purpose of this study is to design a learning object-basis individualized learning system structure, considering semantic sequencing by learning task types. It is our understanding that the individualized learning system design model of this study, considering the relevancy between learning objects, can be a fresh trial to accommodate semantic learning and true educational spirits in e-Learning at this point of time when criticism, such as the learning object based course design is simply a collection of meaningless objects, etc., is becoming influential.

• Journal of Korea Society of Digital Industry and Information Management
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• v.15 no.4
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• pp.131-136
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• 2019

As the NCS(National Competency Standards) classification system continued to be developed and supplemented, NCS became widespread. Qualifications were redesigned to actively reflect industry demands, reduce the burden of redundant acquisition of unnecessary qualifications, and to evaluate objective capacities of the workforce. In addition to the learning modules to be developed in the future, previously developed NCS-based learning modules and lectures should be reorganized based on the new qualification design. In this paper, the Java programming subject designed based on NCS was redesigned according to SW new qualification design. Since the redesigned Java programming subjects consider the qualification design direction or qualification roadmap, not only can they be recognized as a test subject in qualification assessment through course evaluation, but also can be used as individual qualification data.

• Journal of Engineering Education Research
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• v.9 no.4
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• pp.10-18
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• 2006

Today it is critical for all engineers to have the capability of interacting in teams with members of different background and to meet the challenges that they will encounters in their careers. To satisfy such needs multidisciplinary engineering-design courses are attracting more attentions than ever in the engineering education community. In this paper we analyze the learning effectiveness of interdisciplinary design teams in an engineering design course in Dongguk University. The comparison analysis between monodisciplinary teams and interdisciplinary ones demonstrates higher learning effectiveness of interdisciplinary teams. In addition, the student evaluation of learning effectiveness points out that communication skill is one of the most important factors for a successful project. Such results show that multidisciplinary design courses must gain wider acceptance in engineering education and engineering students must have more chances to experience multidisciplinary teamwork.