• Journal of Engineering Education Research
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• v.25 no.1
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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.

• Korean Journal of Childcare and Education
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• v.7 no.2
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• pp.115-135
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• 2011

The purpose of this study was to developing a cooperative learning model utilize storytelling technique to the Preliminary childhood teachers whose learning was in order to improve ability and collaboration of making relationships a teams members by the cooperative learning which was performed on the basis of the confidence after understanding themselves and others. To achieve the purpose, the study was performed by dividing into two stages. First, the draft of storytelling based cooperative learning model was proposed by performing a literature survey and a case study. Second, the draft model was applied to the actual work. And the draft was modified and developed to the final model on the basis of the draft model's strenth and implemented to 39 students who were the sophomore of child care education department and enrolled the profession class of at B college P city for 8 weeks. From the implementation result of the model, it was obtained that there was the positive reaction on applying storytelling technique to the beginning stage of cooperative learning. And adding of 'Re-constitution role sharing team' step in the original steps was suggested. In the end, this model was modified and issued based on the research result. The researchers proposed a cooperative learning model storytelling based for Preliminary childhood teachers which consists 6 phases : (1) understanding cooperative learning (2) Building the team and role sharing team (3) theme setting and theme structuralization (4) Re-constitution role sharing team (5) announcement of the results and evaluating (6) reflection of general.

• Journal of the Korea Institute of Building Construction
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• v.17 no.1
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• pp.101-109
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• 2017

This study aims to quantitatively analyze impacts of the team-based learning (TBL) method on learning of architectural engineering students. A TBL-based education program, consisted of preparation, readiness assurance, and application phases, was proposed by considering characteristics of architectural engineering education in South Korea and was applied in building construction classes. In order to measure learning effects and satisfaction levels of the proposed TBL-based education program, a set of questionnaires was conducted with students who took the building construction classes. As the results, learning effects and satisfaction levels of the TBL-based approach were higher than those of traditional approaches. Individual and team readiness assurance tests in the readiness assurance phase were the most effective and satisfactory items, while assessment in the application phase was the least effective and satisfactory item.

• Journal of Convergence for Information Technology
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• v.10 no.9
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• pp.173-182
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• 2020

In recent years, collaborative learning in university courses has been emphasized in order to improve collective intelligence. Based on literature reviews, individual creativity was used as a variable of personal characteristic, team trust and collective efficacy were used as variables of teams to see the relationship with collective intelligence as a variable of learning outcome. Data were collected from 770 students from A University in Gyeonggi-do, H University in the Daejeon, and K University in Chungcheong-do, and analyzed by using structural equations modeling. As results, individual creativity had significant influence on collective efficacy and collective intelligence. Team trust also had significant influence on collective efficacy and collective intelligence. In addition, collective efficacy had a positive effect on collective intelligence. This study will be able to utilize basic data for establishing instructional design and strategies of collaborative learning in the universities.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.703-718
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• 2011

Team-Based Learning can play an important role in gifted education, because that improve decision making, coordination and problem-solving ability through shapely team activity. So, when a program that founded on Team-Based Learning applied to gifted students, investigated the improved effects of creative problem solving ability. Developed programs consisted of total 10 times and were conducted the lesson for 13student (male 3, female 10) of 4, 5th grade gifted students class in S elementary school, Sancheong-gun. The improved effects of creative problem solving ability were selected as the self-checking tool of creative problem-solving ability. Due to a small number of students, nonparametric test has done with the results of before and after, it showed significantly improvements in significance level of 5%. In particular, there was a significant improvement in the field of divergent thinking, critical logical thinking. Therefore, the programs based on Team-Based Learning are effective for enhance creative problem solving ability of gifted students, they will be used widely in the classroom to require creative problem solving ability or the acquisition of knowledge of gifted students.

• Korean System Dynamics Review
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• v.9 no.1
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• pp.33-56
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• 2008

With emphasis on the importance of systems thinking for the establishment of learning organization, Senge in his famous book "The Fifth Discipline", explains in depth four disciplines such as personal mastery, mental models, shared vision, team learning, which are all geared up to the implementation of learning organization. However, two critical pitfalls are found: First, a holistic picture is absent in his presentation of learning organization, which just seems like a puzzle with linking pieces missing between disciplines. Secondly, as is often the case too much details are discussed in expense of insights on each discipline. This paper thus attempts to draw core metaphysical insights underlying Senge's learning organization disciplines by reinterpreting them from oriental perspectives; and to identify mechanisms depicting how they are working together as a whole, which is enabled by exploiting causal loop diagrams as a tool of systems thinking. In addition some thoughts on the implications of systems thinking on each of the learning organization disciplines.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.10 no.6
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• pp.125-130
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• 2010

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. In this study, we have propose an english, math education program to the children of elementary school and cooperative learning program technique was applied to implement the program. By cooperative learning program, learners will be performed at the same time learning cooperatively. Finally, we have implement a prototype of cooperative learning program and take a usability test with elementary school children. A complementary team to score and mixed was found to be most effective.

• The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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• v.23 no.1
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• pp.270-281
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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 new teaching & learning method on the Oriental medical Ophthalmology & Otolaryngology Class. Methods : 1. The needs of Oriental medicine whole students(475 persons) were surveyed with questioning paper. 2. Oriental medical Ophthalmology & Otolaryngology were studied by new paradigm teaching method with 116 students(3rd grade, school of Oriental medicine). 3. The satisfaction of school lesson of Oriental medicine 3rd grade students(106 persons) were surveyed with questioning paper before & after applying new paradigm teaching method. Results : 1. 43% students did not know well the purpose of lessons. 2. 46.7% students answered the curriculum has a large quantity. Conclusions : 1. Students want to study with various teaching & learning methods on school lessons. 2. 72.6% students were replied the problem based learning is effective to make a diagnosis and treatment of patients in the future. 3. 58.5% students take a part positively in the conduct of Team based learning study. 4. Team based learning was effective to the interaction with professor and students.

• Journal of the Korean School Mathematics Society
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• v.5 no.1
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• pp.21-32
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• 2002

The purpose of this research is to invent the method which improve the problem - solution power in mathematics, making learning materials for it and apply it to the inactive 1st grade high school students. The results of this reaserch are as follows. 1. Through this 4 phased team teaching, the atmosphere of learning is positive and learning activities are voluntary and the attitude to the mathematics is improved. 2. The harmony of team studying for a problem solution, problem understanding, flowchart drawing and mind map studying enabled students to have confidence of learning, leading to improve the ability of mathematics.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.478-489
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• 2021

This study aimed to demonstrate the dual mediating effect of psychological safety(PS) and silence climate(SC) in the process of team leader's self-deception behavior(SD) influencing team learning(TL). We conducted a survey of 294 workers in domestic companies and analyzed the data statistically using SPSS 21 and SPSS Process Macro for hierarchical regression and bootstrapping. The results are as follows: 1. all correlation coefficients are significant showing that SD has positive correlations with SC and negative correlation with PS and TL, 2. simple mediation effects(SD-PS-TL and SD-SC-TL) are all significant, 3. the dual mediation effect of psychological safety and silence climate on the relation between team leader's self-deception behavior and team learning(SD-PS-SC-TL) is verified. This study showed that the authenticity of team leaders could be an crucial element for organizational communication and effectiveness. Finally, limitations and suggestions for future research were discussed.