• 공학교육연구
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• 제20권1호
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• pp.45-52
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• 2017

This paper deals with the method how to organize a team that is effective for developing teamwork skills. In recent engineering education, classes requiring team activities are getting a lot according to the increase of the engineering design classes and PBL based teaching subjects. For an effective team activity, team organization is very important because the team has to have the enough man-power to perform the task need to be completed. Nevertheless, most of all classes that need team activities, team organization is considered a little. Thus, we could see the problems such as the conflict between team members and the lack of technical ability. To overcome the problems, we proposed MBTI based team organizing method that may improve teamwork skills of students.

• 경영과학
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• 제16권2호
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• pp.13-32
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• 1999

Concurrent Engineering is one of the information-based product development approach. Yet, the method of organizing the project team for the concurrent engineering is not clear. This study focuses on deriving a method to organize an information-based project team. The model consists of 4 layers : IT infrastructure, organization of the information-based project team, operation of the project team, an organization culture. Based on an analysis of new product development case, this study attempts to verify the model and to suggest more effective way of organization design and management for new product development.

• 공학교육연구
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• 제22권2호
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• pp.36-45
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• 2019

Capstone design is a subject taught in a setting where students gather in a team, decide on their own selected topic, and collaborate with one another to perform a project. A fair assessment is very important in a team project-based capstone design course for students. Many instructors agree that harmonizing creative evaluation and outcome assessment is hard in capstone design class. In also, it is not easy to assess students' individual efforts and achievements fairly in accordance with team-based assessment practices. To resolve this issue in this paper, we have surveyed various engineering design education methodologies, and have modelled existing evaluating elements into a modified creative process and outcome assessment framework for team project assessment. In particular, we focused on a method of fairly assigning credits by combining team based and individual-level assessments. Analyzing students' achievement and grade evaluation and verifying the validity of the proposed method was performed.

• 한국산학기술학회논문지
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• 제12권6호
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• pp.2543-2547
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• 2011

본 연구에서는 조별과제 시 발생할 수 있는 무임승차자, 학생들 간의 갈등, 학생들 간의 적대감 형성 문제를 해결하기 위하여 직무배정을 통한 조별과제 수행방법을 제안한다. 특히, 직무배정을 통한 과제 수행이 조별과제에 대한 동료평가 시 발생하는 역효과를 개선할 수 있는지 고찰한다. 본 연구에서는 공학교육의 설계 교과목에서 학습자를 한 조당 일곱 명으로 구성하고, 조원 별로 각각 상이한 직무를 부여하여 한 학기 간 과제를 진행하였다. 결과적으로 변화된 조별과제 수행방법이 무임승차자, 학생들 간의 갈등, 학생들 간의 적대감 형성 문제에 미치는 영향을 학생들의 평가를 통해 고찰한다. 본 연구에서 제시한 직무배정을 통한 조별과제 수행 방법은 무임승차자 문제의 해결에 효과가 있었으며, 특히 동료평가 방법을 적용한 경우와 대비하여 학생들 간의 갈등 발생을 줄이고, 적대감 형성을 예방하는 효과가 있는 것으로 나타났다. 본 논문에서 제시한 조별과제 수행방법을 교육과정의 조별과제 수행 시 적용하면 과제 수행 과정의 효율성을 높일 수 있을 것이다.

• 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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• 제20권4호
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• pp.28-37
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• 2017

The purpose of this study was to analyze the current status of team learning in engineering education. For this, literature review and survey were used. The survey was conducted with 16 professors and 627 students in engineering college. Based on the results, team should be organized in consideration of various characteristics and competencies for effective team learning activities in engineering education. And in the team learning operations, it is necessary to make the conditions for students to immerse in team learning through the activation of communication of team members, tightening management of free riding in team learning, and optimizing team learning period. It is necessary to use the team learning evaluation method in harmony with the team, individual and peer evaluation.

• East Asian mathematical journal
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• 제33권2호
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• pp.217-233
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• 2017

This study expects that Team Based Project Learning can act positive role to improve pre-service elementary teachers' teaching competence from previous studies. So designing and executing Team Based Project Learning program, I can provide some suggestions to the teaching method for teacher training education. In this study, Team Based Project Learning focuses on the use of history of mathematics in school mathematics. Also from organizing the team to evaluation, I conduct team activity systematically both inside and outside the classroom. The result of this study shows that pre-service elementary teachers' teaching competence has improved and I could identify the positive response about the value of using the history of mathematics and effect of Team Based Project Learning in mathematics learning.

• 한국간호교육학회지
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• 제25권3호
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• pp.277-288
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• 2019

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

• ETRI Journal
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• 제25권1호
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• pp.1-8
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• 2003

This paper introduces an efficient iterative decoding method for high-dimensional block turbo codes. To improve the decoding performance, we modified the soft decision Viterbi decoding algorithm, which is a trellis-based method. The iteration number can be significantly reduced in the soft output decoding process by applying multiple usage of extrinsic reliability information from all available axes and appropriately normalizing them. Our simulation results reveal that the proposed decoding process needs only about 30% of the iterations required to obtain the same performance with the conventional method at a bit error rate range of $10^{-5}\;to\;10^{-6}$.

• 공학교육연구
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• 제27권4호
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• pp.12-20
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• 2024

This study found that the use of the metaverse enabled two-way communication online, regardless of time and place, making it possible to achieve teaching and learning goals. As applied subject (Occupational ethics in science and engineering) that allow for curriculum activities using the metaverse, team activities, and Problem Based Learning (PBL) selected. This study selected the teaching method that combines team activities of in-class and metaverse depending on the team projects and applies them appropriately according to the class procedure. Basic theoretical content learning and team activities related to the class content were conducted during class time. Also In Gathertown, team projects were carried out through team activities. As a result, this study confirmed that the PBL-subjects curriculum are definitely possible through the progress of the metaverse activities. If the educational environment for metaverse activities and the instructor's preparation and participation are supported, a very high learning effect is expected.