• 한국산학기술학회논문지
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• 제17권12호
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• pp.107-119
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• 2016

본 연구는 기본간호학 이론과목에 팀 기반수업을 적용한 후 간호학생들의 자기주도적 학습, 학업적 자기효능감, 학습만족도에 미치는 효과를 탐색한 서술적 조사연구이다. 연구대상자는 G지역 소재 일개대학 간호학과에 재학중인 2학년 간호학생 104명이었으며, 자료수집은 2016년 3월2일 부터 6월15일까지 실시하였다. 자료는 SPSS 21.0 Program을 이용하여 t-test와 one-way ANOVA, paired t-test, 피어슨 상관관계(Pearson's correlation coefficients) 통계방법을 활용하여 분석하였다. 연구결과를 살펴보면 일반적인 특성에 따른 학습만족도의 차이에서 입학 시 간호사에 대한 생각(F=3.751, p<.05), 기본 간호학 실습수업에 대한 흥미 정도에서 통계적으로 유의한 차이를 보였다(t=4.410, p<.05). 자기주도적 학습은 팀기반 학습적용 전 평균 3.39점에서 적용 후 평균 3.50점으로 0.11점 상승하였으며, 통계적으로 유의한 차이를 나타냈고(t=-2.083, p=<.05), 학업적 자기효능감도 팀기반 학습 적용 후 3.12점에서 3.65점으로 0.53점 상승하였으며, 통계적으로 유의한 차이를 나타냈다(t=-14.175, p=<.001). 팀기반 학습 적용에 대한 학습만족도는 평균 3.73점으로 중간이상으로 나타났고, 팀기반 학습 적용 후 자기주도적 학습은 학업적 자기효능감(r=.512, p<.001), 학습만족도(r=.421, p<.001)와 중간정도 크기의 양의 상관관계를 보였다. 본 연구결과 팀기반 학습은 자기주도적 학습, 학업적 자기효능감, 학습만족도를 높여주는 교수법으로 급변하는 의료환경에서 간호학생들에게 졸업과 동시에 요구되는 임상수행능력을 발휘하고 다양한 간호상황에 대응하여 임상문제를 효과적으로 해결할 수 있는 역량을 함양시킬 수 있는 학습방법임을 입증하였다. 본 연구결과를 근거로 기본간호학 뿐만 아니라 다양한 간호학의 교과목 특성에 맞는 팀기반 학습법을 적용해볼 것을 제언한다.

• 컴퓨터교육학회논문지
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• 제10권3호
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• pp.31-38
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• 2007

본 연구에서는 이러닝 기반 팀 학습환경에서 팀인지와 팀 학습활동 및 팀성과 간의 상관관계를 탐색하였다. 이러닝 과목을 수강하는 55명의 대학원생이 연구에 참여하였고 총 11개 팀을 구성하여 9주 간에 걸쳐 연구를 진행하였다. 연구결과 이러닝 기반 팀 학습환경에서 팀인지의 5가지 하위변인들은 유의미한 상관관계를 이루는 것으로 파악되었고 팀 학습활동 및 팀성과의 하위변인들 간에도 유의미한 상관관계를 있는 것으로 파악되었다. 그러나 팀인지의 하위변인들과 팀 학습활동 및 팀성과의 하위변인들 간에는 유의미한 상관이 없는 것으로 파악되었다.

• 한국간호교육학회지
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• 제19권1호
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• pp.5-15
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• 2013

Purpose: The purpose of this study was to explore nursing students experiences in team based simulation learning. This study was based on a phenomenological research methodology. Methods: Fourteen nursing students participated in this study. The students gave in depth interviews and wrote reflective journals after participating in a team based simulation learning program, which was provided at C University in Gwangju for 8 weeks, 2011. These data were analyzed using Van Kaam's method. Results: 21 sub-themes and 9 themes were elicited from 55 significant statements. They were classified into 3 categories such as : 'First exposed to lessons on how Burden', 'the enjoyment of team based simulation learning', 'expansion of the clinical competence'. Conclusion: Teaching and learning strategy that combines a variety of simulation training to nursing students to develop critical skills to improve their care to give and take advantage of simulation training supplement is advised.

• 여성건강간호학회지
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• 제24권2호
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• pp.150-162
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• 2018

Purpose: To identify the effects of delivery-nursing simulation education using team-based learning on the delivery nursing knowledge, self-efficacy, and clinical competence of nursing students. Methods: The study used a nonequivalent, control group, quasi-experimental design. The team-based learning was applied to the experimental group, while the individual learning was applied to the control group. Data were collected from October 12 to December 7, 2016, and analyzed using the SPSS/WIN 22.0 program. Results: Comparison between the experimental and control group showed no significant difference in delivery-nursing knowledge (t=-0.33, p=.741) or self-efficacy (t=-0.65, p=.515). However, a significant difference (t=-2.09, p=.048) in the nursing-skills aspect of clinical competence was found between the experimental and control groups after the practical simulation education. Conclusion: Delivery-nursing simulation education using team-based learning was more effective in improving the nursing-skills aspect of nursing competence than was delivery-nursing simulation education based on individual learning.

• 공학교육연구
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• 제17권2호
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• pp.11-24
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• 2014

The purpose of this study is to develop a teaching-learning model of convergence project based on team teaching. Based on development research methodology which explored a university case, the teaching-learning model was developed including three phases such as preparation, planning, and implementation & evaluation. The preparation phase has three steps as follows: to organize team teaching faculty; to develop convergence projects cooperated by industry and university; and to design instructions based on supporting convergence projects. The last step of preparation phase consists of five design activities of: (1) instructions and teaching contents; (2) communication channel among faculty members; (3) feedback system on students' performance; (4) tools to support learners' activity; and (5) evaluation system. The planning phase has two steps to analyze learners and to introduce and modify instruction and themes of convergence projects. The implementation & evaluation phase includes five steps as bellow: (1) to organize project teams and match teams with faculty members; (2) to do team building and assign duties to students of a team; (3) to provide instruction and consulting to teams; (4) to help teams to conduct projects through creative problem solving; and (5) to design mid-term/final presentation and evaluation. Lastly, the research implications and limitations were discussed for future studies.

• 공학교육연구
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• 제25권3호
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• pp.3-10
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• 2022

An educator may utilize various pedagogies such as hands-on practice, practicum, and project-based learning to enhance a student's competency. Among various pedagogies, project-based learning is one of the well-known pedagogies that may provide similar on-the-job experience. In general, an educator may divide the students into small groups and assign tasks to check students' cooperation skills and achievements during project-based learning. However, an educator may experience difficulties operating project-based learning due to the COVID-19 pandemic. Most of the team activities are done in non-face-to-face meetings, and as a consequence, the educator may not find an underachieving team easily and cannot intervene appropriately. This study introduces a rigorous analysis method to evaluate team activities to analyze individual students' participation and contributions. First, this study develops evaluation rubrics by conducting questionnaires to professors and students to find an appropriate weight value for the evaluation scale. Then, this research introduces an analysis environment to evaluate students automatically. The analysis environment collects dialog data from social network services and measures interactions among students in a team. After measuring interactions, the environment generates a report to visualize the team activities. We applied the proposed method and environment to the capstone design course to show the effectiveness of the method and environment. Based on the case study, the environment showed that the analysis method could easily indicate the teams' activities and check the level of participation.

• 공학교육연구
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• 제25권1호
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• pp.55-64
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• 2022

In this paper, the characteristics of peer-evaluation and self-evaluation of team activity participation in project-based learning and their usability were investigated. The characteristics of peer-evaluation and self-evaluation are as follows. First, in peer-evaluation and self-evaluation of project-based learning, the correlation between the two evaluation scores was very high. When students' scores from their peers correlate very well with the scores they give themselves, it means that they apply the same criteria to their peers and to themselves when evaluating team activity. Second, there was no difference in peer-evaluation and self-evaluation scores between groups with different written test scores. The fact that peer-evaluation and self-evaluation scores do not change according to academic ability shows that the two evaluation areas are independent. Third, the self-evaluation score in project-based learning is statistically significantly higher than the score received from peers. This raises doubts about the fairness of self-evaluation. Therefore, in this paper, it is suggested that self-evaluation of team activities in project-based learning is carried out together with peer-evaluation, but only peer-evaluation is reflected in credits.

• 공학교육연구
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• 제20권1호
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• pp.53-62
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• 2017

This paper explored how university students viewed flipped learning from their own perspectives. Using qualitative research methods, 5 students from a Computer Graphics course at a mid-scale university in Seoul were interviewed for this purpose. Researchers collected data about their learning experiences, emotions, and reflections about flipped learning in general and its components such as online materials, in-class activities, and instructor guidance. Research findings indicated that students were not so much conscious about the unfamiliarity of the class, the increased work load, nor the online lectures. They rather prioritized 'what they could actually learn' from the course, and thus defined flipped learning as a method which enabled students to constantly check and fill in the gaps in their learning through team-based activities and prompt feedback from the professor. A combination of students' positive attitude and active participation in team-based activities, the overall atmosphere of the department which supported interactivity and collaboration, the professor's emphasis on learning-by-doing and student-centered learning appeared to form their notions of flipped learning. The use of technology did not appear to heavily impact students' conceptions of flipped learning. Researchers suggest that pedagogical beliefs of the professor, culture surrounding the learner, and the good match between the course content and instructional strategies are central for designing a successful flipped learning class.

• 디지털산업정보학회논문지
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• 제13권4호
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• pp.179-191
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• 2017

The purpose of this study is to investigate the change of comprehension degree about learning satisfaction and capstone class by applying the subject which draws idea for team project task in college to creative capstone design program. The Capstone Design Program is designed to train fieldworkers with creative problem solving skills and is widely applied as a problem-solving course in team-based projects. In this paper, based on the case study of the 'fusion capstone design' operated in the first semester of 2015 ~ 2017, the capstone design course was established in the course of designing ideas for problem solving. The results of this study are as follows: First, the questionnaire about capstone design instruction process, instruction method, and learning achievement satisfaction were analyzed. As a result, understanding of capstone design was found to be higher than that of class before class, and satisfaction of performance course, method of teaching performance and learning outcome were obtained.

• 디지털융복합연구
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• 제14권4호
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• pp.69-78
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• 2016

이 연구는 대학 학습공동체에 참여한 대학생들의 팀상호작용과 팀메타인지가 학습공동체 활동의 지속참여 의향에 어떠한 융복합적 영향을 주는가를 분석하기 위한 것이다. 팀상호작용 19개 문항과 팀메타인지 17개 문항으로 된 측정도구로, A 대학교 학습공동체 프로그램에 참여한 15개 팀 113명의 대학생을 대상으로 실시하였다. 이항 로지스틱 회귀분석을 통하여 밝힌 연구 결과는 첫째, 학습공동체 지속참여 의향에 팀상호작용 수준과 팀메타인지 수준이 영향을 미치는 것으로 나타났다. 팀상호작용 수준이 높을수록, 팀메타인지 수준이 낮을수록 지속참여할 가능성이 증가하였다. 둘째, 학습공동체 지속참여 의향에 영향을 주는 팀상호작용 요인 중, 학습 횟수가 많을수록, 팀원들이 학습을 위해 서로 격려할수록 지속참여 가능성이 증가하였고, 팀원들이 열심히 활동하지 않을수록, 학습에 몰입하지 않을수록, 학습 시간이 적을수록 지속참여 가능성이 감소하는 것으로 나타났다. 셋째, 학습공동체 지속참여 의향에 영향을 주는 팀메타인지 요인 중, 학습 횟수가 많을수록 참여 의향 가능성이 증가하고, 다양한 학습도구를 사용할수록, 평균 학습시간이 많을수록 참여 의향 가능성이 감소하였다. 이상의 결과를 바탕으로 대학생의 학습공동체 지속참여를 위한 융복합적 지원 방안은 다음과 같다. 팀상호작용을 촉진하기 위해 학습 횟수를 늘리고, 팀원간 상호 격려하도록 지원하여 긍정적인 학습공동체 경험을 유도하고, 팀메타인지 활동의 필요성과 유용성을 학생들이 충분히 인식하도록 효과적인 활용 방법을 지원할 필요가 있다.