• 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 Korea Society of Industrial Information Systems
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• v.28 no.1
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• pp.9-16
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• 2023

The importance of team activities increases as the problem to be solved in the industrial field become more diverse and complex. Team performance is not simply the sum of team members' performances, but synergies are gained or reduced depending on the team's interactions. Analytical research on team activities using ICT has been conducted, but developing and utilizing these technologies is time-consuming and costly, making it difficult for field practitioners and researchers to utilize them. In this study, we design a system that collects interaction information during conversations at a low cost using Arduino and Raspberry Pi and verify that conversation interaction information is collected from multiple devices and correctly stored in the database. Through the low-cost information collection system proposed in this study, we intend to create an environment where follow-up research can be conducted in various fields of industrial information.

• Journal of Digital Convergence
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• v.14 no.4
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• pp.69-78
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• 2016

The purpose of this study is to analyze convergent effects of team interaction and team metacognition of participants on a continuous participation in the university learning community. We developed 19 items of team interaction and 17 items of team metacognition through literature review. The subjects were 113 students who participated in learning community in A university. The results are as follows. First, team interaction level and team metacognition level can affect a continuous participation in learning community. The higher team interaction is and the lower team metacognition is, the higher continuous participation is. Second, among team interaction factors that affect a continuous participation in learning community, the more number of learning is and the more encouragement of one another is, the higher continuous participation is. But the less participation of members is, the less flow to learning is, and the less learning time is, the lower a continuous participation is. Third, among team metacognition factors that affect a continuous participation in learning community, the more number of learning is, the higher continuous participation is. But the more use of various learning tools is and the more learning time is, the lower continuous participation is. Based on these results, the convergent ways of support for continuous participation in the university learning community are as follows. First, supporting system is needed to induce students to experience the positive atmosphere of learning community by increasing number of learning to facilitate team interaction and urging them to encourage one another. Second, providing the effective utilization method is necessary for students to fully acknowledge the necessity and value of team metacognition activity.

• 한국IT서비스학회:학술대회논문집
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• 2002.06a
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• pp.219-225
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• 2002

소프트웨어 개발 프로젝트에 대한 위험관리(risk management) 이론을 근거로, 소프트웨어 품질, 요구사항 불확실성, 통제표준화, 상호작용에 대한 5개의 가설이 설정되었고, 3개의 SI 회사로부터 117개 표본이 추출되어서 구조방정식모형에 의해서 실증적으로 검증되었다. 본 연구결과에 따르면 요구사항 불확실성과 통제 표준화는 소프트웨어 품질에 직접적인 영향을 미치지 않고, 사용자-프로젝트 팀 간의 상호작용에 직접적인 영향을 미치며, 이를 통해서 소프트웨어 품질에 간접적인 영향을 미친다. 그럼으로, 요구사항 불확실성이 낮을수록, 그리고 통제 표준화가 높을수록, 사용자-프로젝트 팀 간의 상호작용은 높아져서 궁극적으로는 소프트웨어 품질이 높아진다고 해석할 수 있다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.13 no.11
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• pp.5124-5129
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• 2012

For achieving team performance, organizations should consider member's competency and their collective competency simultaneously. The principal aim of this research is to examine relationships among collective competency, group cohesiveness, team performance. 438 employees composing 52 teams participated in this empirical study. Results show that the mean of member competency was not associated with team performance. Results also show that there was no effect of group cohesiveness on team performance. However, consistent expectation, the interactive effect of collective competency and group cohesiveness on team performance was significant. Implications for future research are also discussed.

• Asia Marketing Journal
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• v.7 no.1
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• pp.43-65
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• 2005

In most leading companies, new product development is one of the most important corporate activities which affects the very existence of them. Therefore, CFT(cross-functional team) is frequently used to utilize knowledge and experiences of its members from various teams. To ensure the successful operation of CFT, various structural assistances, such as committee and Task Force Team, are made which will coordinate smooth interactions among members. Many researches show that the increase of interaction among team members affects the performance. This research is exploratory research intend to show the effects of relational characteristics such as group efficacy and participation on the perceived performance of new product development. This research examines the performance mechanism that lies in between CFT and its members by expanding the understandings on the relationship between interaction and performance in new product development CFT. Results show that the level of interaction affect group efficacy. and group efficacy affect participation. Finally, participation affect perceived performance. However. it shows that the level of interaction and group efficacy do not have direct effect on perceived performance.

• Proceedings of the Korea Society of Information Technology Applications Conference
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• 2001.11a
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• pp.73-74
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• 2001

• Proceedings of the Korea Contents Association Conference
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• 2013.05a
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• pp.107-108
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• 2013

효과적인 협력기술을 배우는 것은 평생의 과제이다. 팀 구성원들과 상호작용하는 방법과 팀의 구조, 또 어떻게 갈등을 처리할지에 대해 숙고해야 한다. 우리가 유능한 협력가가 된다면, 팀이 더 잘하고 신속하게 일을 수행하는 것을 돕게 될 것이다. 협력의 기본 개념과 함께 효과적인 팀의 정의 및 생산적인 갈등에 대해서 살핀다. 마지막으로 협력기술증진 전략을 제시한다.

• Computational Structural Engineering
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• v.32 no.1
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• pp.5-14
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• 2019

• Journal of Industrial Convergence
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• v.21 no.11
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• pp.57-65
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• 2023

This study was attempted to verify the mediating effect of perceived interaction in the relationship between learning flow and problem-solving confidence of nursing students who experienced team-based nursing practice learning. The subjects of this study were 148 senior nursing students who experienced team-based nursing practice learning classes. Data were collected using a structured questionnaire. For data analysis, descriptive statistics, Pearson correlation analysis, hierarchical multiple regression analysis, and Sobel test were conducted. The results of the study showed that nursing students' learning flow was 3.58±0.56 points, perceived interaction was 4.06±0.56 points, and problem-solving confidence was 3.67±0.53 points on average. Learning flow of nursing students showed a positive correlation with perceived interaction(r=0.63, p<.001) and problem-solving confidence(r=0.74, p<.001). Perceived interaction showed a partial mediating effect in the relationship between learning flow and problem-solving confidence(z=5.31, p<.001). It may be necessary to develop programs to improve nursing students' learning flow, perceived interaction, and problem-solving confidence, and to improve their clinical practice ability to solve nursing problems in various nursing settings.