• Journal of Advanced Navigation Technology
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• v.15 no.6
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• pp.1126-1131
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• 2011

As the recent paradigm of education changes to become learner-centered, there is an increasing interest in project based class as one of new teaching models. Universities are accepting this change and aiming at fostering human resources of next generations, who are able to create creative changes, and studies are being actively conducted to that end. This study suggested a learner-centered teaching model which minimizes intervention of teachers in conducting projects of main text contents in designed subjects. This study suggested support system for the suggested model project-based class, team organization method, various interaction methods of learners, and team work monitoring method of teachers. And the suggestions were designed and realized through project management applications using smart phones which are being used by a rapidly growing number of people recently.

• The Journal of Korean Academic Society of Nursing Education
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• v.11 no.2
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• pp.278-286
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• 2005

Purpose: The purpose of this study was to find out the effectiveness of the CPR training for non-healthcare providers by checking the performing ability of the subjects before and after the teaching class. Method: This study was a single primary experimental study designed with pre and post test. Study subjects were 37 office staffs who participated in all test from March, 10th, 2005 to April, 18th, 2005. The tools of this study were CPR performing evaluation sheet and CPR teaching computer program. Data analyzed by descriptive statistics, t-test, repeated ANOVA and Bonferroni with SPSS 12.0 program. Result: The CPR practice performing ability statistically significant increased by the step of test. The CPR practice performing ability of learning experience group had significantly high score than non experience group. The self-confidence about CPR practice when faced emergency situation was increased after practice training. Conclusion: One to one CPR practice teaching method using simulation by CPR teaching specialists was turned out to be very effective in improving the ability of CPR practice of non-healthcare providers in a tertiary hospital than self-study.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.4
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• pp.126-137
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• 2020

This study provided implications for applying learner-centered teaching methods in the field of management education by adopting flipped learning and team-based learning to Business Communication classes and operating the classes according to its characteristics. Business communication capability, especially related to drawing up a document or a written report, is considered one of the crucial factors for making individuals valuable in an organization. For the identification of the subject outputs, a total of 64 students from the first and second semesters in 2018 were sampled, and the Wilcoxon signed rank test and paired t-tests were carried out. The results show that all types of communication capabilities have significantly increased at the end of each of the semesters. Also, the overall satisfaction level proved to be higher at the end rather than at the beginning of each semester. This study is especially meaningful because the results suggest concrete ways to apply learner-centered teaching methods for business education.

• International conference on construction engineering and project management
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• 2013.01a
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• pp.525-530
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• 2013

The importance of engineering design increases due to the expansion of engineering education certification. But there are not much teaching methods and examples of engineering design to be referred to the college classes. This paper introduces a new teaching and learning method of Action Learning adopted to a engineering design class in the Department of Architectural Engineering, J University in Korea. The class included a team project to find problems of facilities or safety management factors in a building construction site, and to provide the alternatives to solve the problems. The Action Learning helped to improve the learning effect of students and to increase the quality of the project deliverables.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.1
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• pp.39-50
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• 2017

Purpose: The purpose of this study was to identify the effects simulation-based education combined team-based learning (SBE combined TBL) compared to simulation-based education (SBE) on undergraduate nursing students. Methods: A non-equivalent control group design with pre-and posttest measures was used. The participants in the study were 181 students. The SBE combined TBL group consisted of 84 senior students in 2013, and the SBE group consisted of 97 seniors in 2014. Collected data were analyzed using chi-square, independent t-test and ANCOVA with the statistical package SPSS 22.0 for Windows. Results: There was a significant improvement in communication skills, nursing performance confidence, team efficacy, and team performance scores in the SBE combined TBL group compared to the SBE group (t=2.45, p=.015; F=4.30, p=.040; t=3.06, p=.003; t=8.77, p<.001). However, there was no statistically significant difference in self-directed learning between the groups. Conclusion: SBE combined TBL compared to SBE is an effective teaching and learning method to enhance various positive educational outcomes for nursing students. Therefore, we suggest that future studies investigate the development of an integrated course in which team-based learning is applied to theoretical sessions and simulation-based training.

• The Korean Journal of Emergency Medical Services
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• v.28 no.1
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• pp.97-112
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• 2024

Purpose: This study compared the relative importance of educational content, teaching methods, and evaluation methods in the patient assessment curricula of 119 emergency medical technicians (EMTs). Methods: First, we identified the educational content, training hours, and teaching and evaluation methods of the existing patient assessment curriculum based on the National Competency Standard learning module. Second, we surveyed 30 EMTs affiliated with 119 services using the Analytic Hierarchy Process (AHP) method. Subsequently, we compared the differences between the current curriculum and the AHP analysis results. Results: Currently in operation, the "Advanced EMT Course" comprises three learning modules: assessment of patient status, scene size-up and triage, and assessment using monitoring devices. Among these, content related to the assessment of patient status received the most allocated time and was deemed the most important according to the AHP survey results. Conversely, while less time was allocated to scene size and triage compared with assessment using monitoring devices, the former was assessed as more important than the latter in the AHP results. Furthermore, scenario-based team training and procedure-focused individual practice were evaluated as relatively important teaching methods, while practical examination using a checklist was deemed the most appropriate evaluation method for all learning content. Conclusion: To improve the patient assessment curriculum, we propose adjusting teaching hours and introducing new teaching and evaluation methods based on the results of relative importance. The proposed improvement plan will contribute to enhancing the competency of 119 EMTs.

• Journal of The Korean Association of Information Education
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• v.18 no.4
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• pp.529-540
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• 2014

We propose an efficient information science teaching-learning method to improve information-scientific creativity of mathematically and scientifically gifted students. The students are able to improve their creative problem solving and team-work abilities through team project work to resolve a variety of application problem in real world. In the pursuit of this purpose, we designed a new two-stage information science learning method consisted of the standard stage and the application stage, and a new systemic project process. Moreover, we applied small-scale cooperation learning strategies and a multi-dimensional assessment system. The analysis on our proposed model shows that there is a remarkable achievement of educational objectives on cognitive capability, social and affective ability of information science creativity.

• 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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.223-224
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• 2023

본 논문에서는 코로나 19로 인한 환경의 변화는 팀 프로젝트 교육에도 많은 변화를 가지고 왔다. 개인적인 성향이 매우 강해졌고, 비대면 환경에 3년 가까이 노출된 학생들은 현재 대면을 통한 팀 프로젝트의 어려움을 호소하고 있다. 그렇다면 현재 산업체 또한 비슷한 어려움이 있을 것인데, 산업체에서는 어떻게 극복하고 있는지, 신산업 분야의 산업체 FGI(Focus Group Interview)를 통해 팀 프로젝트의 실무실태를 파악하고 학생 교육에 필요한 프로세스 및 필요 조건 등을 분류하여 개선 방향 및 효과적인 적용 방법을 제시하여 수업의 질적 양적 향상에 기여 하고자 한다.

• Human Ecology Research
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• v.52 no.6
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• pp.669-682
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• 2014

The purpose of this study is to present a practical class design model that applies the problem-based learning (PBL) method to the subject of home economics. To begin with, a specific class model example was developed by conducting thorough document research and expert consulting. Two modules, named "Click! Global Leisure Environment" and "Happy Leisure Product Launching" were presented as the PBL questions. The case study focused upon in this research is an elective course called "Leisure Culture and Life Management". The 21 students enrolled in this course were considered in this study. Two teaching methods, namely a face-to-face teaching method and a web-based system "Snowboard" teaching method, were used to run the class. The research results are as follows: first, theoretical research and program development and demonstration were practiced with five different age groups: childhood, adolescence, university student, middle age, and senescence. Then, selfevaluation, peer evaluation, and group evaluation were conducted to motivate the students. Finally, a class evaluation was conducted by questioning the lecturer, who ranked well, scoring higher than or equal to 4.0 points out of 5.0 on all the questions. Through the PBL method, students showed an improved study attitude with more proactive participation in the class, they strengthened their communication skills and created a synergy with their team members. This study has significant meaning because it is the first research to apply the PBL method to home economics. Therefore, we expect other curricula to apply PBL and fully utilize this teaching method as well in the future.