• 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.

• Journal of Fisheries and Marine Sciences Education
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• v.24 no.6
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• pp.763-780
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• 2012

The purpose of this study was to develop the teaching & learning model to increase the key competencies in the university. For this, the researcher suggested the draft of teaching & learning model in the university based on literature analysis and survey for key competencies education to professors and students. After that, the draft of the model was revised through the formative test by experts. And then, the revised model was verified through delphi survey and a final model was fixed. As the result of this study, features of the final model are as follows. First, this study identified that a core values of teaching and learning model for the key competencies education in the university is reinforcement of learner's thinking skills and enhancement of field oriented on learning contents and reinforcement of professor's role as a mentor, a facilitator, a motivator, and an informant. Second, The core learning activity's process of the teaching and learning model for the key competencies education in the university consists of the following in order: team-building, exploring problem, gathering and analysing informations, arranging of leaning outcomes, comprehensive arrangement and self-examination.

• 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.

• 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 the Korea Academia-Industrial cooperation Society
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• v.11 no.12
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• pp.5184-5190
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• 2010

This study chiefly aims to find out the efficient ways of organizing teams of architectural design projects. In order to reach this goal, this study analyzed (1) specialties of students' projects during semesters in architectural design studios, (2) teaching methods relevant to architectural design education, (3) division of role play in architectural studios and organizing method that students prefer. Besides, in order to clarify the principles of practical project team organization and to find out more efficient methods in team organization, this study executed archival research on (1) specialties of team organization rules and principles in architectural firms, (2) types and merits of projects teams, (3) efficient methods of dividing roles. For the students project of the studio, it is desirable to switch the roles of team leader and staff members of the team to make members' feeling of participating the decision making of the project progress. In architectural design team, since the high productivity was valued beyond individual preferences, the team organization and and work split was done on the basis of (1) experiences, (2) design ability, (3) schedule of the project, etc. However, for the continuous motivation and enthusiasm for the firms, it is required to study efficient ways of team organization.

• The Korean Journal of Applied Statistics
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• v.12 no.2
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• pp.711-716
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• 1999

As the society progresses, the need for changing in the college eduation system is arising. Recently some statistics department are in transition states to information realted department. As these trends might face some troubles, we suggest the alternatives; the team teaching, the collaboration with application fileds in developing courses, and the double major system.

• Women's Health Nursing
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• v.24 no.4
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• pp.404-413
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• 2018

Purpose: To examine the applicability of a team-based learning using reflection journal in Women's Health Nursing for nursing students. Methods: This study had a nonequivalent control group non-synchronized design. Participants were 140 third-year undergraduate nursing students who agreed to participate in this study. The experimental group (n=70) received twice team-based learning using reflection journal about pregnancy nursing course while the control group (n=70) received only team-based learning. Data were analyzed with descriptive statistics, $x^2$ test, Fisher's exact test, and independent t-test using SPSS 23.0 program. Results: Compared to the control group, the experimental group reported significant positive changes in critical thinking (t=2.03, p=.044). Problem-solving, self-leadership, or academic self-efficacy of nursing college students was not significantly different between the two groups. Conclusion: Team-based learning using reflection journal is an effective teaching strategy to enhance critical thinking of nursing students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2019.05a
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• pp.612-614
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• 2019

In this study, amateur baseball team leaders studied ways to train student baseball team players through records management. To this end, a system was developed that could apply the formula for obtaining various secondary records or savermetrics data. The team distributed the information to three leaders of the student baseball team and studied the training guidelines through the target group interface. Through the records, students were able to increase motivation and make sure that all the players were faithful to their roles.

• Journal of Engineering Education Research
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• v.25 no.6
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• pp.69-80
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• 2022

In this study, the application of flipped learning methodology to thermodynamics in mechanical engineering was examined, and how university students view flipped learning and the effects of flipped learning were analyzed. To analyze the effects of flipped learning, pre-class survey, assessment on learning in pre-class, team activities during class, and post-class survey were conducted. The analysis was also conducted on 33 students who took the thermodynamics course in mechanical engineering, and the PARTNER flipped learning model was applied to the class. The results of this study are as follows; In the preliminary survey, the students expected that the flip-learning class with team activities and teaching between team members would be helpful in improving their learning. In addition, students recognized that cooperative learning through a team was helpful for learning. The case reflecting the result of pre-learning evaluation to the subject grades showed higher pre-learning evaluation results than the case not reflecting the result of the pre-learning evaluation to the subject grades, and it was found that the pre-learning evaluation was acting as a factor to promote learning in pre-class. In post-class survey, the satisfaction with the flipped learning class was high, indicating that the effectiveness of the flipped learning class applied to the thermodynamics class was excellent.

• 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.