• Journal of Industrial Convergence
• /
• v.19 no.6
• /
• pp.59-66
• /
• 2021

Globally, the prolonged pandemic of COVID-19 (COVID-19) has had a great impact on all industries. In particular, in the field of education, online classes (non-face-to-face) had some negative perceptions of online classes, such as lack of preparation for learning and student dissatisfaction with the class. According to the current situation survey in 2020, non-face-to-face classes accounted for about 56% of the class, and streaming real-time classes and video content-based classes accounted for most of the class. This study empirically analyzes the problems to be solved by online classes through the 2020-2021 survey (software application practical class university students), and explains the detailed program and development plan (implementation result). This study intends to contribute to the development of online learning development of each educational institution after the end of the corona crisis.

• Journal of Engineering Education Research
• /
• v.19 no.1
• /
• pp.37-46
• /
• 2016

The purposes of the study were to examine engineering students' concerns and problems while they were choosing a project topic in interdisciplinary collaboration and to suggest ways to support them in an early stage of collaboration phase. To answer the research questions, we conducted a case study with engineering participants in GCTI 2015, an interdisciplinary collaborative and creative group project. Multiple data sources including focus group interviews, online survey and researchers' observation notes were used to triangulate research findings. We found four main concerns of engineering students. These concerns include (1) lack of self-efficacy, (2) limited resources, (3) lack of shared, meaningful, and common goals, and (4) lack of content knowledge. Based on these concerns we proposed four supports in an early stage of the collaborative project. These supports includes (1) implementing an orientation program, (2) providing opportunities for social interactions, (3) providing expert feedback, and (4) providing consultation for team building.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.4 no.2
• /
• pp.24-32
• /
• 2012

This purpose of study is to identify types of study groups in online learning and the relationships between the types and teams' performance. In order to address these research questions, four study group types are developed based on Neiderman & Beise(1999)'s typology: 1) fully-supported; 2) highly-virtual; 3) traditional; and 4) inactive. And then three study group types are identified based on taxonomy-approach using cluster analysis from 46 teams participated in this study: 1) fully-supported; 2) traditional; 3), and 4) highly-virtual. The result shows that the groups are validated in the latter, except for the inactive type. The result indicates that fully-supported type groups achieved the highest performance, while the highly-virtual type group achieved the lowest performance.

• Journal of Korean Society of Industrial and Systems Engineering
• /
• v.27 no.4
• /
• pp.147-156
• /
• 2004

Recently, there is the trend that online and reuse have been focused via digitalization of information and business process that individuals, government and firms own. This study, by designing and implementing a system, has the aim to provide on-line information about the classes and related classes to students on real time. Furthermore, with this system, the students can easily search the necessary class information and understand the curriculum structure. Thus he or she can make a decision about classes and moreover his and her career development. Also this system has been designed to be managed with ease and has more expandibility. Thus this is expected to affect the effort of universities and research centers that the online systems and digital contents have been more applied in order to adapt toward rapidly changing education environment.

• Journal of Engineering Education Research
• /
• v.16 no.1
• /
• pp.3-14
• /
• 2013

The previously developed practical inquiry activity supporting tools, deduced from the design principles and implementation principles based on the study of precedent researches and theories, applicable to conceptual learning in engineering education were implemented to an on-line learning community, a web-based Windows application, to find out its effectiveness in actual classroom situation through experimental research. The On-line learning community includes the inquiry activity menu to implement learning procedure of inquiry based conceptual learning, the functions supporting the communication among participants, the information sharing function, the scheduling function of class and inquiry activity, the mentoring function, and the evaluation of on-line activities of learners. Experimental study were also conducted in order to analyze the effects of inquiry activity supporting tools on inquiry based conceptual learning in engineering education.

• Journal of the Korea Institute of Information and Communication Engineering
• /
• v.26 no.1
• /
• pp.134-139
• /
• 2022

Recently, interest in programming and artificial intelligence is continuously increasing, and software education is being implemented as a mandatory education from elementary school. For efficient programming education, it is basically necessary to build a lab environment suitable for students and teachers, but there are performance problems due to the inadequacy of old computers and network equipment. Therefore, in this paper, we propose a web page-based online practice environment and algorithm competition scoring system using React and Spring boot to solve the problem of the programming practice environment. Through this, it is thought that programming learning can be carried out using only a web browser even on low-spec computers. In addition, since various programming languages can be learned irrespective of the language to be learned, it is considered that the time cost for establishing a practice environment can be reduced.

• The Journal of Korean Institute for Practical Engineering Education
• /
• v.4 no.2
• /
• pp.38-45
• /
• 2012

Building a game has been used as effective and attractive way of teaching computer science. Building a usable Multi-player Game is requires important aspects of technology, teamwork and software engineering principles. The whole class was structured in to several teams and students needed to join one or two teams. Each team presented their progress, discussed future milestones and troubleshoots, updated documents for clearer communication and utilized SVN(Subversion) throughout the semester. Unlike usual class setting, all students worked collaboratively together like one company to achieve the goal. In one semester, students started from concept design and completed a working Multiplayer Online Game called "deBugger" (Fall 2009), and "World of Balance" (Fall 2011), while learning game design, 3D graphics, Game Engine, Server-client architecture, Game Protocol, network programming, database, Software Engineering principles, and large application development as a team project.

• Journal of Practical Engineering Education
• /
• v.14 no.1
• /
• pp.27-35
• /
• 2022

This study aims to provide an industry-university cooperation cap in a non-face-to-face environment so that sharing and cooperation between universities can be shared based on the advanced digital technology between various universities at a time when it is rapidly changing to an online mode. It is in developing the stone design course. To this end, we analyzed the literature and previous studies on non-face-to-face environments and capstone design, developed a model for industrial-educational collaboration-type capstone design subjects in non-face-to-face environments, and suggested an application plan. The wearable capstone design program was pilot-applied, and the effectiveness was confirmed and corrected through the students' interview and questionnaire. This can be used as an industrial-educational cooperation engineering class capstone design class plan, providing basic data for development and operation, and as a step-by-step operation guide in a non-face-to-face environment.

• Journal of Engineering Education Research
• /
• v.26 no.3
• /
• pp.20-34
• /
• 2023

This research aims to explore the factors affecting engineering students' major persistence and career decision. To achieve this goal, the experiences and perceptions of engineering students and other stakeholders regarding the factors influencing engineering students' major persistence and career decision were analyzed through online focus group interviews (FGI). The analysis of the interviews resulted in the identification of seven categories, which include meeting with older alumni, team project experiences, and internship experiences as factors influencing major persistence. Additionally, engineering interest, engineering self-efficacy, employment rates, economic factors, and limitations in women engineers' career development were identified as factors affecting career decision. Based on these findings, it is expected that engineering education will develop plans that focus on supporting the major persistence and career development of engineering students, thereby contributing to the future direction of engineering education.

• International Journal of Advanced Culture Technology
• /
• v.8 no.4
• /
• pp.299-305
• /
• 2020

With the advancement of the 4th Industrial Revolution(4IR), microprocessor education is on the rise due to the explosive demand for IoT (Internet of Things) and M2M devices. However, it is difficult due to many constraints to efficiently transfer training on hardware assembly and implementation through online training. Thus, we developed a cost-effective online content based on Arduino simulations, Atmel Studio 7, and WinAvr simulator that are required for the utilization of AVR 128. These Camtasia videos overcame the limitation of theory focused on-line education by visually introducing the practical utilization of an actual AVR 128. In this paper, the proposed educational content was provided to university students, and the results of student feedback show that it has a strong effect.