• Journal of Information Technology Applications and Management
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• v.29 no.1
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• pp.29-45
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• 2022

The Fourth Industrial Revolution era requires people to have the ability of integrated thinking, critics, sensitivity, and creativity in an integrated manner. Therefore, teaching methods are expected to become more suitable for the trend. In this belief, current teacher-leading education method should move to students' self motivating one and consist of programs in which students voluntarily involve. In this reason, this study suggests FPBL educational method model that is combines project-based learning with flipped learning by analysing preceding research and digital painting tool class was designed by applying it. As a result of applying the designed class model to the class, all of the class satisfaction, effectiveness, and interaction were evaluated positively. Problems such as limitations of project classes due to non-face-to-face classes, large amount of learning before class, and reduced concentration during class were found. Therefore, when the FPBL class model is conducted non-face-to-face, it will be necessary to further strengthen the role of the instructor, provide lecture videos summarizing the core contents, and improve concentration by providing active participation and fun using various digital tools. The result of the study looks significant by confirming the possibility of applying FPBL model not only in design education but also other educational settings.

• English Language & Literature Teaching
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• v.10 no.1
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• pp.53-76
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• 2004

This paper introduces a class model based on a course, Internet English, offered by an English department at a university. The course has dual purposes of developing students I English skills and Internet using skills at the same time. In support of using the Internet for language learning, the advantages of project-based language learning and constructivist learning in relation to CALL are explored. The activities in this course, which are basically project-based under the paradigm of constructivist learning perspective, are explained in detail to show the relationship between second language learning theory and teaching application. The way how the four language skills - speaking, listening, reading, and writing - are integrated in this class is described as well. Finally, judgmental evaluation of the course by the students is noted. The results show that a project-based CALL class could be a promising class model to realize an integrative, constructivist, and authentic learning.

• Journal of the Computational Structural Engineering Institute of Korea
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• v.28 no.6
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• pp.579-588
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• 2015

The data model for structural experiment information formally organizes the information involved in the structural experiments before the data repository using the data model is implemented. The data model is particularly required for the data repositories for the large-scale structural experiment information and the general information for various types of experiments, such as the NEEShub Project Warehouse developed by NEES. This paper proposes criteria for evaluating the organization and the use of design model for structural experiment information. The term of AVE(attribute value existence) indicates the ratio of attributes who values exist in objects, and then used for defining the Attribute AVE for the use of an attribute, the Class AVE for a class, the Class Level AVE for a class including its lower-level classes, the Project AVE for a project including all classes at class levels, and the Data Model AVE for a data model including projects. These criteria are applied to the projects in the NEES data model, and it is successively possible to numerically describe the evaluation of the use of classes and attributes in the data model.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.14-26
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• 2018

The goal of this study was to explore topic defining patterns of students in interdisciplinary Capstone Design Class. Thematic analysis methodology was used to examine 85 Korean college students' lived experience of project topic generation which is for interdisciplinary capstone design class and Individual open-ended survey for constituted the data sources. Findings show four contexts of student's topic defining patterns using thematic analysis including (a) one leader's directed problem representation, (b) team common decision making after brainstorming, (c) empathy with professor proposed issue, (d) problems offered to students by corporate or research competitions. Based on research result, I could suggest instructional strategies of Capstone Design Class of teacher for helping their students' topic defining. It was necessary to minimize the opinions of the instructors at the beginning of class and minimize the number of team members. And also it provided a lot of opportunities to collaborate with companies in the topic selection process, it will help to develop the students' ability to determine the valuable topic in project.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.101-108
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• 2012

The purpose of this study is to infer how is the effect of a governmental funding project to graduate schools by taking an example of World Class University Project's potential impact on the change of world university rankings in an international university ranking survey. Systematic results show that WCU contributes to improving academic peer reviews for both individual and institutional standings and discipline-based rankings. The potential effect of improving world rankings of participating universities could be ascribed to relatively higher weight of the survey to international peer review and invitation of world class scholars to the participating universities, which is a core device of the project. This implies a need to affirmatively utilize WCU foreign scholars over the course of facilitating international academic networking. The results should also be taken into consideration by universities and the government when developing evaluation systems and restructuring the project.

• The Mathematical Education
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• v.50 no.4
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• pp.467-487
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• 2011

The purpose of this study is to analyze of gifted students' improvement on mathematical attitude and problem-solving ability through project-based materials in science high school. For this study, research questions are established as follows. 1. Does the project-based materials-used instruction have a positive effect on improving problem-solving ability? 2. Does the project-based materials-used instruction have a positive effect on improving mathematical attitude? To solve these research questions, this study employed a survey and interview type investigation for gifted students' mathematical attitude and problem-solving ability. A subject of classes were randomly selected among the 11th grader in D science high school and designated one class as the experimental group and the other class as the control group. Twelve hours of the project-based materials-used instruction and the traditional textbook-oriented instruction had been carried out in each class. Findings on this study are as follows: First, the project-based material-used instruction is shown to be more effective in enhancing problem-solving ability than the traditional textbook-oriented instruction. Second, the project-based material-used instruction is shown to be more effective in improving mathematical attitude than the traditional textbook-oriented instruction.

• Communications of Mathematical Education
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• v.33 no.2
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• pp.47-66
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• 2019

The purpose of this study is followings. First, we develop and apply teaching and learning methods for conducting team projects in flipped calculus class. Second we collect data such as team reports, individual reviews, and surveys during class activities. Third we survey the impacts on participation in student team activities, advanced studying, communication and collaboration. A total of 120 engineering and science majoring students participated in the 16-week long class study administered in team project learning styles in Spring 2018. There were two characteristics of this class. First students studied concepts and examples with video in pre-class and did the team project learning in the classroom. Second we used Google Drive to record team project progress, and to make sure the instructor to intervene appropriately in team activities. We conducted a team project inside and outside the classroom. This could lead the instructor to advise students and so their participation in team activity increased. As a result, it not only had a good effect on communication and cooperation, but also had an effect on advanced learning.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.1
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• pp.78-86
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• 2013

The purpose of this study is to analyze the effects of the Project based STEAM program on primary students' Problem solving process and creative personality. Based on the concept of project based learning and STEAM derived from a literature review, a learning program has been developed and applied to 28 elementary 4-6th students. Problem Solving Process and Creative personality tests were conducted before and after Project based STEAM program lessons. The results of this study are as follows. (1)Project-based STEAM was affected all components of problem solving process. (2) Project-based STEAM was affected all eight components of creative personality positively, (3) after using Project-based STEAM was good reaction by students. As a result, the elementary science class with Project-based STEAM had problem solving process for positive educational effect and creative personality. it means the science class with creative personality has potential possibilities and value to develop problem solving process and creative personality.

• The Journal of the Korea Contents Association
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• v.20 no.12
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• pp.1-12
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• 2020

The study is to analyze the value of satisfaction of instructional process to university students and to verify the relationship between the factors that how students make the team for class activity and instructional effect. According to this, the purpose of this study is to analyze the effect of lecture-based instruction and the project-based learning and verify the component factor of project-based learning so that this study can suggest various ways to participate in classes actively. For this study, the students participating in the classes from this researcher were selected and it was analyzed with quantitative and qualitative research. The qualitative research was in progress for 15 weeks class from September to December 2019 and the survey was done at the last day of 15 weeks class and project. Frequency, difference, correlation and regression analysis were conducted through SPSS 23.0 with 80 copies of the questionnaire. The result of this study, at first, the instructional effect and satisfaction of satisfaction on project-based learning is higher than teacher-centered instruction. Second, the team cohesion and team-work is giving a huge impact on instructional effect and satisfaction. At last, project-based leaning makes students participate in the class. Enjoy and satisfy in the course of class participation regardless of the result. Based on these findings, we are looking for the ways to use the project-based leaning and provide the objective data for the planning and production of class program to improve the effectiveness of the class. In addition, we discussed the implications and limitations of this study as well.

• The Journal of the Korea Contents Association
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• v.16 no.10
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• pp.277-290
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• 2016

This research is about brief accomplishment analysis of Low-Income Class Business Incubator Project, based on applicants' perspective who has been supported by this project, which is funded by the enterprise. As a result of 'quality focused evaluation method', it shows that Low-Income Class Business Incubator Project's applicants experience both economic and non-economic accomplishments such as "work with responsibility," "better future in reality," "Self and change of relationships around self". It concludes that "experience of difference" or "providing hope for Low-income class" brought positive effects on applicants who participated in this projects. The study revealed the virtue of this Low-Income Class Business Incubator Project and reassured its message: the importance of major corporate' responsibility in solving social issues, especially in poverty and its independence.