• Journal of Engineering Education Research
• /
• v.21 no.4
• /
• pp.28-34
• /
• 2018

Design class through team activities is increasing in engineering education. Team-based education has been known to improve students' creativity, problem solving ability, cooperative ability, self-directed learning ability, and communication ability. How to organize a team is an important issue that affects the performance of team activities as well as student satisfaction. However, previous studies have focused on the causal relationship between team formation and the team's performance. This paper deals with how to organize a balanced team in a real class. When the basic characteristic values of students are givens, the aim is to make the sum of the characteristic values as fair as possible for each team. We propose a mathematical team formation model and show how to apply it through case studies.

• Journal of Engineering Education Research
• /
• v.17 no.5
• /
• pp.13-16
• /
• 2014

This paper describes the evaluation procedures which was applied to the team teaching-based technical writing and presentation class. Among the various evaluations for the class, three major cases are introduced. Self-established goal evaluation, presentation evaluation and team evaluation are those. Each evaluation is designed to promote or evaluate student activities from the class. And it was found to be effective for team-based writing class.

• Journal of Engineering Education Research
• /
• v.27 no.4
• /
• pp.12-20
• /
• 2024

This study found that the use of the metaverse enabled two-way communication online, regardless of time and place, making it possible to achieve teaching and learning goals. As applied subject (Occupational ethics in science and engineering) that allow for curriculum activities using the metaverse, team activities, and Problem Based Learning (PBL) selected. This study selected the teaching method that combines team activities of in-class and metaverse depending on the team projects and applies them appropriately according to the class procedure. Basic theoretical content learning and team activities related to the class content were conducted during class time. Also In Gathertown, team projects were carried out through team activities. As a result, this study confirmed that the PBL-subjects curriculum are definitely possible through the progress of the metaverse activities. If the educational environment for metaverse activities and the instructor's preparation and participation are supported, a very high learning effect is expected.

• Communications of Mathematical Education
• /
• v.33 no.2
• /
• pp.47-66
• /
• 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 Engineering Education Research
• /
• v.25 no.6
• /
• pp.69-80
• /
• 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.

• Korean Journal of Environmental Biology
• /
• v.40 no.4
• /
• pp.442-454
• /
• 2022

A total of 31 bacterial strains were isolated from the Geum River basin in the Republic of Korea during our investigation of indigenous prokaryotic species. The isolated bacterial strains had high 16S rRNA gene sequence similarity (>98.7%) with those of validly published bacterial species, which have not been reported in Republic of Korea. The 31 bacterial strains were phylogenetically diverse and assigned to 4 phyla, 8 classes, 18 orders, 21 families, and 27 genera. At the genus level, the unreported species were affiliated with Kineococcus, Pedococcus, Rhodoluna, Salinibacterium, Rhodoluna, Arthrobacter, Williamsia, Nakamurella, Nocardioides of the class Actinobacteria, Patulibacter of the class Thermoleophilia, Pontibacter, Hymenobacter of the class Cytophagia, Flavobacterium of the class Flavobacteriia, Geomicrobium of the class Bacilli, Brevundimonas, Gellertiella, Rhizobium, Paracoccus, Taonella, Sphingomonas of the class Alphaproteobacteria, Burkholderia, Polaromonas, Hydrogenophaga, Chitinilyticum, Azospira, Zoogloea of the class Betaproteobacteria, and Pseudomonas of the class Gammaproteobacteria. The unreported bacterial species were further characterized by examining their morphological, cultural, physiological, and biochemical properties. The detailed descriptions of the 31 bacterial strains were provided.

• Fashion, Industry and Education
• /
• v.14 no.1
• /
• pp.59-68
• /
• 2016

This paper identified the source of inspiration to cooperatively design a fashion collection from US undergraduate clothing design students and addressed how to implement team-based learning strategy to conceptual clothing design in class. Data was collected from the total of 51 students in a senior clothing design course at a large 4-year university in the US. The assigned project for this class was to develop a group collection under a same theme. Each student worked with his/her team member(s) to create an outfit and the entire class worked as a group to create a cohesive collection. The study showed that the sources of inspiration for the themes/concepts came from 11categories: historic era/old Hollywood glamour, shape/line/structure/architectural, fairy tales movies, nature/abstract, circus/mysterious, occasion/place, object, designer/artist, futuristic, culture, and various movies. To implement cooperative learning strategies in the clothing design class, a total of five class presentation/discussion sessions were held for theme/concept decision, fabric decision, design decision, test garment evaluation and design modification, and final products. Throughout the design process, team-based learning strategy promoted students' engagement and participation and inspired their critical thinking skills for making decisions within a team.

• Journal of Engineering Education Research
• /
• v.23 no.6
• /
• pp.68-76
• /
• 2020

This study presents a teaching model to increase the participation and interest, and to improve their understanding of physical concepts of first-year engineering students taking physics(2) course at a three-year college. In the class, a team task solution based on teamwork and a peer learning method through questions and answers between participants in each team were applied so that learners could actively participate in the class to discuss and present. We examined how the activities of each team affected students' interest in subjects, motivation to learn, and the degree of understanding of physical concepts. In the team activity, students were able to actively participate through emotional sharing between learners and free questions and explanations, and it was confirmed that academic achievement was improved by comparing the final exam evaluation results with the evaluation results of the previous three years.

• Journal of Engineering Education Research
• /
• v.20 no.2
• /
• pp.39-49
• /
• 2017

This research aims to explore the relationships between 'teamwork skills' (often called team activity competence) and 'thinking styles' of engineering students in Korea, and to provide an explanation for the application of team-based environment as well as for the increase of teamwork skills. Teams and team activity are pervasive in today's organization and there has been relatively much research on teamwork skills and its related factors. However, to date, little attention has been paid to the teamwork skills, essential factor in team-based environment and its relationships with thinking styles. This study was conducted with 383 engineering students at P University, and students' teamwork skills as well as thinking styles have been measured before and after team-based learning class (hereafter TBL). Our findings show that firstly, there was a significant increase of teamwork skills between before and after TBL class. Second, team activity competence was found to have a higher correlation with most of creativity generating styles (i.e. legislative, judicial, hierarchical and global styles). Third, hierarchical style was found to influence team activity more than other components, and also legislative, external, global and judicial styles contributed to team-based activity. These findings are expected to provide an explanation for the application of thinking styles in team-based environment and will be useful for the improvement of related courses in engineering school.

• Proceedings of the PSK Conference
• /
• 2001.10a
• /
• pp.266.1-266.1
• /
• 2001