• Journal of Information Technology Applications and Management
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• v.16 no.3
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• pp.113-124
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• 2009

How can action learning program promote organizational learning performance and especially project based team performance in Web-based small and medium-sized enterprises (SMEs)? This article discusses the association between project based team in action learning program and the performance of Web-based SME to be learning organization. In the case of ALPACO, action learning program that promote employee communication behavior, knowledge sharing, and organizational learning are found to be positively associated with the project based team performance and organizational learning, The results indicate that action learning program in SMEs indeed associated with greater knowledge sharing, learning communication skills and changing organizational culture. Learning organization can be, in turn, positively developed by project based team through action learning program for creating competitive advantage, Also, this study offers further support for the practical perspective on learning organization performance. The evidence from this case study suggests that the project team in action learning program playa significant role in team performance and the development of learning organization of the firm. Therefore, in the future, Web-based SMEs should consider making investments in action learning program that encourage project team's effective management in decision making, knowledge sharing, and organizational learning.

• Educational Technology International
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• v.24 no.2
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• pp.237-262
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• 2023

This study focuses on the instructor's role in student-centered learning and aims to test the effects and moderating role of instructor feedback on perceived loafing in team project-based learning. A conditional effect model including team efficacy, perceived loafing, instructor feedback, and team performance was proposed. Data were collected from students who registered for team project-based learning courses at a university in South Korea. A total of 420 cases were subjected to moderated mediation analysis. The results demonstrated that instructor feedback was negatively related to perceived loafing and moderated the relationship between team efficacy and perceived loafing. Furthermore, instructor feedback moderated the relationship between perceived loafing and team performance. In particular, even when perceived loafing was high, students who received frequent instructor feedback were found to significantly reduce the damage to team performance. Based on these findings, the importance of instructors' facilitation in team project-based learning is discussed.

• East Asian mathematical journal
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• v.33 no.2
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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.

• Journal of the Korean Society of Clothing and Textiles
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• v.45 no.2
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• pp.271-284
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• 2021

This study presents the educational utility of blended learning by analyzing the effectiveness of learning after class by blending team project learning and smart device app-based learning methods. Qualitative analysis and survey analysis were conducted and the results were as follows. First, team project activities based on task resolution were conducted freely through detailed activities such as sharing roles, planning meetings, and coordinating opinions. Team activities were carried out with respect and consideration, team member bonding, and a sense of responsibility. Second, the smart device app is recognized as a medium for work and communication, and fast feedback has been made, making it highly impactful on classroom activities. Third, in terms of learning satisfaction, most learners showed an interest in the course and were satisfied with the project results. The smart device app was used as a learning and communication medium for personal and team activities and was analyzed as a blended method applicable to classes that conduct practical activities as an efficient tool to further activate project activities.

• Educational Technology International
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• v.14 no.2
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• pp.167-187
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• 2013

Team project learning is a type of Project-Based Learning, which is an effective learning method for developing collaborative competency and interpersonal communication skills, as well as for developing cognitive competency such as critical thinking, creative thinking, and analytical skills. This research, conducted to analyze learning activities, focuses on students' creative thinking and activities in TPBL(Team Project-Based Learning). A qualitative approach including a reflective journal based on the 6 stages of TPBL, was adopted for this purpose. In this study, 69 reflective journals on the three stages (developing a theme, researching, theme-making) of 23 undergraduate students were categorized on the basis of three criteria: divergent thinking factors, convergent thinking factors and affective factors. The results show that the participants' journals demonstrated twenty-eight activities from nine cognitive factors and nine activities from three affective factors were derived from reflect journal. This finding indicates that more appropriate instructional strategies are needed for students to enhance their creative thinking skills and activities

• Journal of Korean Physical Therapy Science
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• v.28 no.3
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• pp.1-10
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• 2021

Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

• The Journal of the Convergence on Culture Technology
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• v.6 no.4
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• pp.411-417
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• 2020

The purpose of this study was to suggest strategies of team project based learning for undergraduate students by exploring the effects of perceived usefulness on satisfaction in team project-based learning. Also, this study investigated the effects of autonomy support, self-efficacy for group work, and perceived interaction on perceived usefulness. The findings of this study revealed that perceived usefulness affects satisfaction in team project-based learning. Moreover, the results showed that autonomy support and self-efficacy for group work influence perceived usefulness. The findings of this study imply that perceived usefulness is critical team project-based learning is critical to successful learning. Additionally, autonomy support and self-efficacy for group work enables users to perceive usefulness in team project-based learning.

• Journal of Korea Entertainment Industry Association
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• v.14 no.7
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• pp.447-456
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• 2020

The purpose of this study is to examine the effects of team efficacy and perceived loafing on learning outcome in team-based project learning. For this purpose, questionnaire survey was conducted to 58 students who enrolled the adolescent welfare class in 2019 at H University. A hierarchical regression analysis was conducted for the effects of team efficacy and perceived loafing on learning outcomes and the interaction effect between two variables. Main results of this study were as follows. Team efficacy had a positive effect on learning outcomes. Second, perceived loafing did not have a statistically significant effect on learning outcomes. Third, the interaction effect of perceived loafing and team efficacy on learning outcomes was significant. In particular, the negative effect of perceived loafing on learning outcomes was reduced by team efficacy. Based on the research results, a plan to increase the learning outcome of team-based project learning was discussed.

• 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.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.91-97
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• 2016

The purpose of this study is to identify the mediating effect of team efficacy between interpersonal competence and perceived learning in project learning for pre-service early childhood teachers. Based on a literature review, team efficacy and interpersonal competence were identified as variables having an effect on project learning. The data were collected from 172 students who participated in a project learning course offered by a university located in Seoul, Korea, and were analyzed by Baron & Kenny's (1986) framework. As a result, team efficacy was found to act as a partial mediator between the two variables, understanding of and consideration for other people and perceived learning. This study suggests that team efficacy and understanding of and consideration for other people should be facilitated in project learning courses. The possibility that some teaching strategies could enhance the project learning effect for learners and pre-service teachers is discussed.