• Journal of Engineering Education Research
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• v.24 no.2
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• pp.41-50
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• 2021

This study was conducted with the aim of exploring ways to more effectively manage related courses by checking the educational effects of the operation of engineering liberal arts courses operated for the development of communication skills of engineering students by detailed factors of communication skills. To achieve the purpose of the study, literature review and survey methodologies were used. A survey was conducted before and after class targeting four class students of the engineering college of D University in Gyeonggi-do. As a result of comparing the results of the pre-test before class through this class and the results of the post-test conducted at the end of the class, it was confirmed that speaking ability, reading ability, and communication ability were improved at a statistically significant level. In addition, as a result of analyzing differences in communication competencies for each individual variable, it was found that there were statistically significant differences according to gender, students' major field, and grade. Based on such research results, several educational proposals were presented to increase the effectiveness of the management of courses operated to develop communication skills.

• Journal of Engineering Education Research
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• v.17 no.1
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• pp.26-41
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• 2014

This paper recommends to teach technical writing as a part of the curriculum of engineering design courses. Some features of both engineering design and keystone design course as well as capstone design course for engineering students are studied before the relationship of those features with written communication are investigated. After the characteristics of collaborative writing are reviewed, some aspects of integration of teaching technical writing into engineering design courses are evaluated. Technical writing for engineering students is best taught by collaborative writing approach in engineering design courses.

• Journal of Engineering Education Research
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• v.18 no.6
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• pp.70-79
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• 2015

This paper proposes a convergence education method that combines architecture and communication through a documentary film entitled the Talking Architecture. The purpose of this program is to propose a new teaching and learning method for architecture education and investigates what would be an effective method of communication for architects. As mentioned above, this paper proposes a teaching method and a model applicable to actual classes based on the Talking Architect. It is proved that the method can be used for various types of classes and fields such as architectural expression, architectural planning and designing, housing theory, building structure, building materials, and other subject matters. In addition, this paper explores how architects communicate as described in the film. The findings show the potential of integrity, negotiating capability, and the convergent method of thinking and communication between the humanities and architecture as a positive communication model for architects. This paper opens up the possibilities for convergence education in the field of engineering education through three key words: film, architecture, and communication. And this paper is worth in that it is a useful method for developing convergence courses and team-teaching courses.

• Journal of Practical Engineering Education
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• v.16 no.3_spc
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• pp.283-290
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• 2024

Software education is an important subject in the era of forth industrial evolution generation, and the number of hours is gradually expanding in Korea's elementary and secondary curriculum, and universities have also opened software-related courses to take liberal arts mandatory regardless of major. The Ministry of Education presented elementary and secondary school programming achievement standards and emphasized the connection between prerequisite subjects as educational goals. Applicants for programming classes at H University also completed information classes in elementary and secondary courses, but many students were new to programming without taking related classes. Therefore, this study analyzed the data using the survey data and achievement scores of programming learners. As a result of the analysis, information classes completed in elementary and secondary courses were not linked to higher education courses at all, and improvements for problem solving were derived. This study is meaningful as a study for effective software education in higher education courses.

• Journal of Engineering Education Research
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• v.8 no.1
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• pp.84-98
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• 2005

This study is on improving the general engineering education for enhancing the quality of engineers at a local engineering school in which the students are not highly qualified for engineering education. Based on the analysis on the current engineering education by asking questions to professors, students and alumni of Hongik College of Science and Engineering, we have set the basic educational philosophy as educating practical engineers and have decided the goals of basic engineering education as changing to student oriented education, enhancing the field adaptation capability, improving the problem solving ability and introducing engineering design courses. For achieving the foregoing goals, we have changed several basic engineering courses. Mathematics, science courses, computer related courses, English, communication skill related courses are strengthened, but general college education courses are reduced. We also have encouraged students to participate the classes actively and study efficiently, think logically and creatively. For the operational details, we have tried to impose less courses to freshmen and sophomores, to impose the prerequisite courses, to activate summer and winter schools. Finally, we have tried to find the ways to support continuous improvement on the basic engineering education.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.42-49
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• 2014

This study analyzed and compared the curriculum of 12 arbitrarily selected Colleges of Engineering for their professional general education. Since the Korean Accreditation of Engineering Education has existed for the last 10 years a growing need for improvements was identified and thus this study shall provide a basis for future curriculum developments of the professional general education. For this purpose the educational objectives, the syllabus, the self-assessment reports and catalogues of the 12 Colleges were reviewed and the relevance between the educational objectives of each engineering school and the learning outcomes in the professional general education were analyzed. Furthermore, by analyzing the area of subject that each College of Engineering's mechanical engineering program's professional general education focuses on, the current trend can be examined. Finally, the credit requirements and their allocation and the distribution of the professional general education over the semesters were analyzed. The results of this study were as followed; these capabilities such as creativity, professionalism, globalization, ethics, humanism, design ability, management ability, responsibility and communication are suggested as educational objectives of 12 engineering schools. But courses related to globalization, ethics & responsibility and communication skills were much more often taught. Not only do the allocated credits for the courses of professional general education differ from university to university but the distribution over the semesters vary as well.

• Journal of the Korean Society for Industrial and Applied Mathematics
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• v.11 no.2
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• pp.31-40
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• 2007

What is the "new paradigm"? It is impossible express it in one or two words, but if one had to; the closest might be the "holistic approach". The expression can be justified by the fact that the conclusions above lead to a greater intermixing of mathematics with engineering and natural sciences subjects, typically expressed in the form of examples of simplified real problems. They also lead to a greater intermixing of subjects within mathematics so that the courses should have less separation e.g. between symbolic and numerical mathematics. The conclusions also lead to the spreading the mathematics courses throughout all study years, not just the first two years. Of course, this should be done with great care in order to guarantee studies that are logically linked together. The new paradigm also means that the needs arising from industrial mathematics must be taken into account in the contents of engineering mathematics courses. Such topics are e.g. multivariate methods, statistics and use of mathematical software. What are we expected to gain from the paradigm shift? The primary benefit should be in obtaining more productive engineers equipped with a better degree of mathematical preparedness for engineering problems. But in addition, it should also promote more intensive use of applied mathematics and easier communication with professional mathematicians, often needed in complicated industrial problems.?Finally, it can be noted that the new paradigm is in harmony with the basic ideas of the CDIO (Conceive - Design - Implement - Operate) initiative for producing the next generation of engineers [1]. New ideas for engineering education can be found also in the homepage of SEFI (European Society for Engineering Education) [2].

• Journal of the Korea Institute of Information and Communication Engineering
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• v.18 no.12
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• pp.3005-3012
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• 2014

Massive Open Online Courses(MOOC), originally started from United States, have recently received a great deal of attention all over the world. MOOC means free online courses that anyone can attend anytime. In Korea, KERIS(Korea Education and Research Information Service) and some universities provide various MOOC services. The purpose of this paper is to present current status and improvement suggestions of MOOC. We first introduce the formal definition and history of MOOC, then discuss current status of MOOC services in Korea and other countries. We finally present improvement suggestions that include induction of active participation for universities, value creation for campus, development of revenue model, providing motivation to students for finishing courses, development of LMS(Learning Management System), securing well-trained lecturers, translation of lecture materials, ensuring quality of authentification system of MOOC services.

• Journal of the Korea Society of Computer and Information
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• v.24 no.4
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• pp.113-121
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• 2019

The purpose of the study is to identify the influence of learning participation on learning outcomes in programming courses. Based on the literature review, learning participation is composed of three sub components: participation in preview, class, and review. Learning outcomes are categorized by academic achievement, learning satisfaction, and learning motivation. A survey was conducted with 267 students enrolled in programming courses from three IT departments at Myongji College. Findings revealed that participation in review and participation in class predicted all sub components of learning outcomes. Participation in review was found to have a greater effect on learners' achievement and participation in class was found to have a greater impact on learning satisfaction and motivation. However, the results showed that participation in class was not an influential factor for learning outcomes. Implications for enhancing learning participation and suggestions for future research are also discussed.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.79-85
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• 2021

In a future society where cutting-edge science technology such as artificial intelligence becomes commonplace, the demand for talented people with basic knowledge of mathematics and science is expected to increase continuously, and the educational infrastructure suitable for the characteristics of future generations is still insufficient. In particular, in the case of students taking convergence courses including practical training, there was a problem in communication with the instructor. In this study, we looked at the current status of distance learning at domestic universities that came suddenly due to the global pandemic of COVID-19. In addition, a case study of the use of technology was conducted to facilitate the interaction between instructors and learners through case analysis of distance classes in convergence subjects. Therefore, this study aims to introduce the case of developing lecture contents for smooth convergence education in a non-face-to-face educational environment targeting the developed AI convergence courses and applying them to the education of enrolled students.