• Journal of the Korea Institute of Building Construction
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• v.22 no.3
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• pp.327-336
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• 2022

Due to the COVID-19 pandemic, the ratio of online education in domestic universities has rapidly increased. This research has developed a curriculum that can be blended with online education-especaally for building construction. The realities of building construction education provided by domestic universities during the COVID-19 pandemic were analyzed. It was revealed that approximately 66.1% of the education was provided online, while approximately 33.9% of the education was provided in the form of face-to-face lectures. It was thus found that the ratio of online education had rapidly increased. We developed a blended learning curriculum of building construction subjects. The curriculum focused on weekly education procedures and the contents of education for each 15-week period. The curriculum proposed by this research could be applied flexibly according to the education goals of the instructor and the learning capabilities of the students.

• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.1
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• pp.22-29
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• 2012

Students have to effectively get lots of knowledge and technique for practical education. Usability is one of the most important factors that have to be considered for user-centered design. Students who study design have to recognize the importance of usability and learn the method of problem solving considering usability. For this, the application of project-based and participatory learning for usability education was studied. Study team was organized including graduate, undergraduate, and high school students. Students team identified a research topic, and then studied the topic. Usability evaluation and design improvement was performed in this study. Students could learn usablity evaluation method and design method through the process.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.9
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• pp.42-49
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• 2018

The purpose of this study is to investigate the effects of team - based simulation training in nursing students on critical thinking and communication clarity. This study was conducted from October 2017 to November 2017 for 69 students (33 experimental group and 36 control group) who took a course of "Basic Nursing Theory and Practice" students in a major nursing student in P city, Gyeongbuk province. Collection and analysis. In this study, we conducted a questionnaire survey using a tool of critical accidents measurement by Yoon Jin(2004) and a communication clarity tool by Hye - jin Jo(2013). Statistical analysis was performed using SPSS 23.0, Chi-square, Fisher's exact test, t-test and ANCOVA. Data analysis showed that the groups participating in the SBAR team based simulation training were significantly more effective than the control group in critical thinking (F = 11.91, p <.001) and communication clarity (F = 4.40, p = .040). Based on these results, it is shown that using SBAR team - based simulation learning for nursing students is effective in teaching 'fundamental nursing and practice' and can be recommended as teaching method for nursing students.

• Korean Journal of Remote Sensing
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• v.39 no.5_1
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• pp.621-635
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• 2023

The assessment of structural condition is a crucial process for evaluating its usability and determining the diagnostic cycle. The currently employed manpower-based methods suffer from issues related to safety, efficiency, and objectivity. To address these concerns, research based on deep learning using images is being conducted. However, acquiring structural damage data is challenging, making it difficult to construct a substantial amount of training data, thus limiting the effectiveness of deep learning-based condition assessment. In this study, we propose a foundation model-based 2-step structural damage analysis to overcome the lack of training data in image-based structural condition assessments. We subdivided the elements of structural condition assessment into instantiation and quantification. In the quantification step, we applied a foundation model for image segmentation. Our method demonstrated a 10%-point increase in mean intersection over union compared to conventional image segmentation techniques, with a notable 40%-point improvement in the case of rebar exposure. We anticipate that our proposed approach will enhance performance in domains where acquiring training data is challenging.

• Journal of Engineering Education Research
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• v.14 no.4
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• pp.88-96
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• 2011

This paper aims to develop the learning contents of PBL based program and analyze the result of evaluation questionnaire to examine the students' thoughts concerning the effectiveness of PBL course and their satisfaction. 'Discussion' is one of the representative communicative types, especially requesting both communication competence and teamwork among team members. This study was conducted with 218 junior and senior students taking lectures of ${\ll}$Presentation and Debate Skills${\gg}$ in the college of engineering at Pusan National University. According to the evaluation result, students experienced various effects of PBL such as (1) self-directed learning, (2) cooperative learning, (3) problem solving skills, etc. Students pointed out also as merits of PBL course, (1) knowledge acquisition and information sharing among students, (2) improvement of communicative competence, (3) amelioration of teamwork, (4) progress of the problem solving skills. However, there have been several difficulties and problems during PBL process, implications for ameliorating PBL based were discussed and suggested in detail.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.32-39
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• 2018

The purpose of this study was to develop and validate a behaviorally anchored rating scale for peer evaluation in group projects based on social interdependence theory. A mixed method involving a qualitative and quantitative approach was used in this study. In the qualitative study, both the individual and group interviews were conducted to college students regarding their cooperative learning experiences. Data from this qualitative research was analyzed based on 5 elements of cooperative learning and 'critical incidents' were extracted from students' own voices that would serve as specific rating criteria in the scale. Once the 'critical incidents' have been incorporated into the scale, validation from 3 independent experts was conducted. In the quantitative study, correlations with relevant variables were analyzed to examine the criteria-referenced validity. Findings suggest that the behaviorally anchored rating scale for peer evaluation in group projects can be used in various team-based learning contexts.

• Proceedings of the Korean Society of Computer Information Conference
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• 2010.07a
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• pp.485-491
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• 2010

The arrival of the Web 2.0 age, which is characterized by such key words as participation, sharing and openness, provides a learning environment in which both instructors and students can experience interactivity. In the educational area, we are particularly witnessing a growing interest in the social software like Wiki as one of the communication tools that reflects the characteristics of Web 2.0 and focuses on the interactivity with others. Based on this background, this study aims to examine into the meanings of interactivity inherent in the Wiki-based learning by studying such cases where Wiki is being used as a learning tool. For the purpose of our study, we practiced the Wiki-based learning method on the study subjects of the 17 junior students from U- University and 18 junior students from K- University during their 2009 fall semester teacher training courses. Through a comprehensive analysis of the questionnaires, interviews, Interactivity Measurement Diagram, examinations on the Wiki uses, Daily Self-reflection Records, and any other materials collected throughout the program, we could garner the following results: First, most of the students acknowledged that the use of Wiki was a useful communication means and helped promote their interactivity during their learning activities. Second, the interactivity of the Wiki-based learning was found to be more dynamic in the team-based projects or the community-based Wiki uses than in the instructor-oriented cases. Third, the Wiki-based learning is judged effective in expanding the scope of thinking and improving the learning capabilities through the collaborative knowledge-building process. The educational employment of the social software like Wiki in this web 2.0 age has great potentials for the true establishment of the learner-oriented learning environment, which has long remained at a standstill.

• The Journal of Sustainable Design and Educational Environment Research
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• v.3 no.1
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• pp.15-23
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• 2003

Focusing on both the form of open classroom and that of independent one which have been most planned and being built, this study was designed to see if the educational environment of their inner space, structure, and facilities gives a proper support to classroom activities during the various classes based on open education. Selecting representative teaching methods in elementary school, such as open simultaneous learning, learning through a medium, learning in the corner, subject learning, team teaching and learning hardening basics, this study surveyed problems and improvements using literature works, questionnaires, observing, and interviews. Through the study on learning space for open education, it has been known that the form of independent classroom fits into one classroom learning and open classroom into small group learning and individual learning, and that the form of open classroom connecting open space with a classroom are more desirable when there is change from large to small group.

• 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.20 no.4
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• pp.38-50
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• 2017

The purpose of this study is to analyze the current evaluation methods on faculty performance at Korean engineering colleges and develop teaching evaluation indicators for faculty performance. We investigated the faculty performance cases in engineering colleges inside and outside of the Korea, the engineering faculty's awareness of evaluation factors for their educational performance, and the appropriate ratios by indicating factors. Also we developed evaluation indicators for educational achievements to improve the current faculty performance system. 227 engineering faculty members answered our survey questionnaire. The result in the case study on faculty performance evaluation is as follows. First, most items of faculty performance evaluation are about quantitative indicators that can easily conduct objective evaluation. Second, evaluation items of faculty performance are mostly focused on instruction in a classroom. Third, the evaluation by students and administrative managers is more dominant than that by professors or their colleagues, document evaluation than on site evaluation, general evaluation than formative evaluation, and static evaluation than dynamic evaluation. Lastly, Some universities tend to substitute outstanding articles for underperforming instruction. The evaluation indicators that we have developed can be implemented by four types of subjects, such as students, professors, their colleagues, and deans. Also, based on the evaluation indicators, faculties can freely select their evaluation domains depending on the their tracks, such as a teaching track, a research track, or an industry-university cooperation track. The mandatory evaluation fields include teaching, student counselling, teaching portfolio evaluation by mentors or colleagues, class management evaluation by deans, and self-evaluation. The other areas are optional and professors can choose their evaluation factors.