• Fashion, Industry and Education
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• v.14 no.1
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• pp.50-58
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• 2016

Passive learning attitudes and lack of enthusiasm in a retailing math course is quite common and a significant number of students do express their frustrations and struggles by seeking extra help outside the classroom. In order to promote students' active participation in class and to improve their performance and overall satisfaction with the course, a modified team-based learning (TBL) method was implemented in a retailing math course in two consecutive semesters. Implementing TBL into a retailing math course would improve students' accountability for their own learning, increase student interactions and engagement, and develop teamwork and collaboration skills. The scores on the midterm and final tests indicated that students' performance improved especially for the students who scored below 80% on each test when TBL was implemented. Students' reflection on the TBL activities done in class throughout the semester indicated that these TBL activities help them solidify the concepts taught in class better. They were able to realize their own mistakes and other group members who got the question right helped them understand. To maximize the benefit of TBL, it is suggested to implement TBL within the flipped classroom. Further research is called for to evaluate the effect of TBL on long-term knowledge retention among college students.

• International conference on construction engineering and project management
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• 2015.10a
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• pp.583-587
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• 2015

Scenario-based learning (SBL) has been used in a variety of training situations across different disciplines. Despite its seemly widespread use in construction management discipline, very few attempts have been made to explore its effectiveness and the respective students' learning experience. Using a survey research design, this study aims to investigate students' perceptions on SBL approach in construction management courses. The specific objectives are: (i) to identify the characteristics of a favourable SBL environment, and (ii) to explore the students' learning experience and effectiveness of the SBL approach. The results show that the four characteristics of a favourable SBL environment are: effective team formulation, constant engagement with lecturer, working in a group, and incorporation of motivational incentive for participation. The students really appreciated the opportunities to apply concepts learnt in the lectures in their SBL group work. Also, they perceived that the SBL approach is effective in developing their reflective and critical thinking skills, analytic and problem-solving skills and their ability to work as a team. These findings should facilitate more critical approaches to similar form of teaching methods.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.10
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• pp.7098-7108
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• 2015

This sturdy examined the effectiveness of Team-Based Learning(TBL) program according to learning attitude, learning motivation and self-directed learning of nursing students learning the anatomy. A 12week TBL program which they were made small group as 6-7 students aimed at anatomy aspects was given 145 freshmen. A triangulation that quantitative Research used paired t-test, Pearson Correlation Coefficient by SPSS WIN 18.0 and qualitative research was conducted content analysis. Through this subject, significant improvement was found in learning motivation(t=-2.97, p<.003) and self-directed learning(t=-2.40, p<.018). There was a significant positive correlation. TBL is useful teaching and learning method on nursing students. We suggest that it is needed to measure the educational effects of TBL against other subjects.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.68-76
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• 2020

This study presents a teaching model to increase the participation and interest, and to improve their understanding of physical concepts of first-year engineering students taking physics(2) course at a three-year college. In the class, a team task solution based on teamwork and a peer learning method through questions and answers between participants in each team were applied so that learners could actively participate in the class to discuss and present. We examined how the activities of each team affected students' interest in subjects, motivation to learn, and the degree of understanding of physical concepts. In the team activity, students were able to actively participate through emotional sharing between learners and free questions and explanations, and it was confirmed that academic achievement was improved by comparing the final exam evaluation results with the evaluation results of the previous three years.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.9-22
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• 2008

The purpose of this research is to develop a prototype of the support system in order for team building associated with web-based project learning having applied Kolb's learning style. To accomplish this purpose, the following research tasks were performed. First, core idea in order to embody the system's value, key activities, tools that will support pertinent activities and the strategy so as to develop guidelines, etc. were devised and prepared. Second, a system was designed on the basis of structural model of teaching design, then after, interface was developed. The core factors in this system are inspection of learning style, organizing a team and team building. Above all, it is required to make learners know about learning environments, of which they are in favor, and also its distinctive features through inspection of learning style, and then focusing on learning style, a team should be organized insomuch as to accommodate a variety of learning styles as much as possible. For the purpose of team building, after learning style of each constituent member of the team has been made known, then the roles will be divided among the constituent members of the team so as to suit their individual characteristics referring to each of their learning styles that have been exposed. To verify the value of this system developed and efficiency thereof, a focus group interview was conducted. The focus group consisted of professionals, all from related fields. After the interview, the points required to make further improvements were elicited and taken care of by follow-up actions as needed. And having reflected such improvements made, the final system was developed. With this newly developed system, learners can get the results of inspection of learning style so quickly by performing inspection any time any where, and based on the results from such inspection, a team comprising dissimilar constituents who exhibit a variety of different propensities will be automatically organized. Thus, this system may be used not only for web-based project learning having unspecified persons elected as constituents, but in the offline space also.

• The Journal of the Korea Contents Association
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• v.16 no.12
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• pp.695-706
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• 2016

The present study sought to shed light on specific designs and strategies by investigating the impact that team project-based learning approach using Naver Band had on learning outcomes specifically, on satisfaction and achievement. Variables of perceived usefulness and perceived ease of use were chosen as critical predictors of the learning outcomes. 70 undergraduate students were divided into 18 groups and instructed to work on a team project using Naver Band for 6 weeks. Data analysis was completed using descriptive statistic analysis, correlation analysis, hierarchical regression analysis. Also, descriptions of Band from team reflection journal were analyzed. The major results of the study are as follows: first, perceived usefulness was the significant predictor of satisfaction and achievement. Second, 5 functions were revealed as strengths about Band.

• Journal of Engineering Education Research
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• v.19 no.5
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• pp.3-12
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• 2016

This paper aims to apply two ways of student evaluation, i.e. peer- and self-evaluation to TBL(team based learning) class and to explore the difference between two evaluations by gender and grade as well as their relationships, and finally to provide an explanation for the improvement of evaluation ways in TBL class. There has been much research about TBL and its related factors. However, according to the examination of both domestic and overseas researches concerning the application of peer- and self-evaluation to TBL class, few studies have focused on them in terms of the engineering curriculum. This study was conducted with 251 engineering students at P University, and peer- and self-evaluation in TBL class have been measured. Our findings show that firstly, there were significant grade differences in self-evaluation of engineering students. Second, there were no significant gender and grade differences in peer-evaluation. Third, we found a significant correlation between the two factors, self- and peer-evaluation. Also there was a significant correlation among variables of subcategories. Based on these findings, it is expected to provide an explanation for the application of peer- and self-evaluation in TBL class and will be useful for the improvement plans of the related courses in engineering school.

• Journal of Digital Convergence
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• v.9 no.6
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• pp.399-410
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• 2011

The purpose of this study was to develop cooperative learning model by utilizing mind practice to build mutual understandings and reliability among team members at the early stage of cooperative learning model That is to say, mind practice was applied to make the team members understanding one another and building the member's mutual confidences. The study was performed by dividing into two stages. First, the draft of mind practice based on cooperative learning model was proposed by performing a literature survey and a case study. Second, the draft model was applied to actual classrooms. And the draft was modified and developed to the final model on the basis of the draft model's strength and improvement founded during the procedure of the actual application. This draft model was implemented to 46 students who were the sophomore of department of education and enrolled the profession class of "Education methodology and Education engineering" at J college in J city for 5 weeks. From the implementation result of the model, it was obtained that there was the positive reaction on applying mind practice to the beginning stage of cooperative learning. Adding of "Re-building team" step in the original steps was suggested. The final model was modified and issued based on the research result. In summary, it was concluded that cooperative learning model based on mind practice could not only provide the harmonious interactions among team members at the step of "building the team members" but also have a positive effect on refreshing learning atmosphere of the team.

• Journal of Digital Convergence
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• v.18 no.8
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• pp.271-279
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• 2020

Simulation practice training is used in nursing education as an education method to improve the adaptability to the clinical field, but responds to unpredictable situations and negatively affects practice satisfaction. This study applied a team-based learning utilizing a pre-briefing inequality controls ago to investigate the effect of self-efficacy, simulation practice satisfaction and clinical performance of the nursing college in the simulation based nursing education and after quasi-experimental study. Data collection in the fourth grade and P University Nursing 72 peoples, the study period is from November 15 from October 14, 2019. As a result, the experimental group that applied team-based learning using pre-briefing showed higher self-efficacy, simulation practice satisfaction, and clinical performance than the control group. Therefore, applying team-based learning to the pre-briefing process can be an important learning strategy for simulation practice training, and suggests a follow-up study to confirm the effectiveness by standardizing the pre-briefing step later.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.23 no.2
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• pp.163-173
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• 2010

Objectives : The purpose of this study is to survey the needs of oriental medical students about the existing teaching methods and to investigate satisfaction of student-oriented teaching & learning method on the oriental medical ophthalmology & otolaryngology class. Methods : 1. Oriental medical ophthalmology & otolaryngology were studied by student-oriented teaching method with 36 persons( 4th grade, school of Oriental medicine). 2. The satisfaction of school lesson was surveyed with questioning paper before & after applying student-oriented teaching & learning method. Results : 1. 88.9% students replied that the general teaching method is a lecture at school of oriental medicine. 2. They replied that Problem based learning(36.1%) & Team based learning(22.2%) are more effective teaching methods than lecture(19.4)%). 3. 66.6% students replied about the necessity of improvement of major subject's teaching method. Conclusions : 1. The interest & understanding degree were improved compare with other class by lecture. 2. It was positive about the interaction with professor and students(64.8%). 3. It was positive about the diagnosis and treatment of patients in the future(64.7%). 4. It was negative about the present national examination(67.6%). 5. Meditation was helpful at classwork(64.7%).