• Human Ecology Research
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• v.60 no.2
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• pp.187-209
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• 2022

The objective of this study was to conduct a 'Theory of Home Economics Education' class using online problem-based learning(PBL) for prospective home economics(HE) teachers. The aim was to enable teachers to analyze the learning experience in the classroom, and to prepare operational strategies for online PBL on this basis. In order to achieve this, online PBL was applied to 31 students participating in the 'Theory of Home Economics Education' at the Department of HE in a university in Seoul, and the results were collected from the learning process. This also involved a reflective journal, a survey on the learning experience and the impacts was conducted. Moreover, analysis was undertaken on the learning activities, learning difficulties, and improvements. The main research results are as follows. Firstly, students accessed Webex, an online video conferencing program, and performed two PBL tasks: 'Making Home Economics Promotion Materials' and 'Presenting Teaching Strategies to Improve Learner's Immersion in Online Classes'. Secondly, learners established their own identity of HE learned about the HE class plans themselves. They also encountered realistic experience as HE teachers and learned communication and collaboration skills. Furthermore, they acquired creative problem-solving and self-directed learning ability, community consciousness, as well as the attitude of consideration and respect. Thirdly, students lacked knowledge of learning content and encountered difficulty in solving data research, analysis processes, and unstructured problems. They were affected by a lack of time and encountered problem in communicating with other team members in an online environment. As an improvement in online class operation, it was considrered necessary to reduce the learning burden by securing time and reducing the number of assignments, as well as to explain active interaction with instructors and PBL.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.3-7
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• 2012

Utsunomiya University started a 3-year project to develop an education program for postgraduate students to cultivate leadership spirits. The program is centered on a PBL in which each group of students is required to find an engineering or social problem themselves and start a project to solve the problem. Projects vary widely, from a straight product development to a summer program for children or local area development. Student groups are advised by senior engineers from industries. They give advice as to how a project should be managed and run, but will not give instructions. The PBL is compulsory for all students in the engineering master course students. The new education program also includes a series of lectures by engineers to show engineers' job, activities, and career in the industry. Internship programs are also provided, in which students will be given opportunities to actively apply their knowledge and skills to real engineering tasks offered by the industry. The students are expected to gain something more than just experiences.

• 대한공업교육학회지
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• v.40 no.1
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• pp.121-141
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• 2015

The study applied a narrative inquiry to the undergraduate interdisciplinary course taught for three years(2012~2014). Narratively I have described interactions among teachers' and students' performing the interdisciplinary consilience course with various situations such as place, curriculum and class interaction. I have specifically illuminated a three-dimensional narrative inquiry space embracing the dilemma of the consilience curriculum, PBL(Problem Based Learning) and TBL(Team Based Learning), and an effective presentation. The result of the study is as follows: First, the ratio of giving lecture is high. The burden of doing project will be reduce if the teacher decreases the lecture up to one fourth, gives students enough time to finish their tasks, and gives them advice for a better project. Second, for opening the interdisciplinary consilience class maintaining previous college curriculum, each department has to put a 'consilience course' on the existing curriculum that allows teachers open the consilience course whenever they need to teach with other department teachers. Third, an effective teaching method using the PBL(Problem Based Learning) in Team Based Learning environment is making students to consider projects as problem situations to solve and to apply the problem situations to PBL method. Lastly, teachers should give students lots of opportunities for presenting what they have learned in the class. Three times of presentation as a team member is ideal in a semester but the way of presenting has to be changed. The students in next year will relieve the tension of 30 minute instead of 15 minute, two days instead of one day for the team presentation.

• Journal of Engineering Education Research
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• v.12 no.1
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• pp.73-81
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• 2009

This paper discusses the changing roles of tutors when engaging with e-learning of engineering basic design courses. Understanding the importance of these roles and identifying necessary tutoring skills are the two main keys to the success of e-learning solutions. Since online tutors play a critical role in e-learning, they must be equipped with an appropriate set of skills and attributes. The roles of e-tutors involve the social, organizational, intellectual, and technical tasks.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.119-140
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• 2009

This paper examined its possibility and made its new definition by finding relevant bases in order to make a close inquiry into its Identity and direction at this point when cyber-based gifted education academy is established and operated again by its necessity And 4 models which can be used in special education for the gifted were developed making a link with special education for the gifted by collecting and re-classifying cyber educational methods developed by basic research as priority of the educational method which is considered to be the most urgent issue in practical cyber learning. It is a project-type cooperation education model, an information collection-type research education model, a community-type discussion education model, and a problem focus-type e-PBL education model. To apply developed leaching-learning models to reality, students at gifted education academy in Gyeonggi Cyber Gifted Province were imputed models in different ways respectively for 4 months. As a result of analysis and statistical data of activity level and satisfaction level of students who participated in learning activity, it appeared that high level of satisfaction and active activity level were induced compared to the previous method based on tasks. It is expected that this paper will provide the bases when each cyber-based gifted education academy plans operation plan later on, and it will provide proper methods when cyber guidance teachers plan class activities.

• Journal of the Korean Society for Library and Information Science
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• v.51 no.2
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• pp.95-116
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• 2017

This study investigated whether applying the Project-Based Learning in LIS education affects students' self-efficacy for group work in a positive direction and if the authenticity of the project has any relationship with their self-efficacy for group work. 26 students were surveyed before and after they took the "Evaluating Digital Library Systems" course with the same set of questions asking about their perceptions on the individuals' capabilities to successfully perform group tasks and their perceptions about the project's authenticity. The paired sample t-test showed statistically significant differences between the results of the pre- and post-test, in terms of their capabilities as a leader as well as exchanging, evaluating, and integrating ideas when performing group activities. In addition, the authenticity of the project's task shows some correlation with subfactors of students' self-efficacy for group work.