• Proceedings of the Korean Nuclear Society Conference
• /
• 2005.10a
• /
• pp.310-311
• /
• 2005

• Proceedings of the Korean Nuclear Society Conference
• /
• 2005.10a
• /
• pp.340-341
• /
• 2005

• Proceedings of the Materials Research Society of Korea Conference
• /
• 1998.08a
• /
• pp.41.1-41
• /
• 1998

• Journal of Industrial Convergence
• /
• v.13 no.1
• /
• pp.11-23
• /
• 2015

Organizations use multiple team membership to enhance individual and team productivity and learning, but this structure creates competing pressures on attention and information, which make in difficult to increase both productivity and learning. My model describes how the number and variety of multiple team memberships drive different mechanisms, yielding distinct effects.

• Proceedings of the Korean Society of Plant Pathology Conference
• /
• 2002.11a
• /
• pp.98.1-98
• /
• 2002

• Proceedings of the Korean Society of Plant Pathology Conference
• /
• 2002.11a
• /
• pp.98.2-99
• /
• 2002

• Proceedings of the Korean Society of Plant Pathology Conference
• /
• 2002.11a
• /
• pp.76.1-76
• /
• 2002

• Proceedings of the Korean Society of Crop Science Conference
• /
• 2022.10a
• /
• pp.141-141
• /
• 2022

• East Asian mathematical journal
• /
• v.33 no.2
• /
• pp.217-233
• /
• 2017

This study expects that Team Based Project Learning can act positive role to improve pre-service elementary teachers' teaching competence from previous studies. So designing and executing Team Based Project Learning program, I can provide some suggestions to the teaching method for teacher training education. In this study, Team Based Project Learning focuses on the use of history of mathematics in school mathematics. Also from organizing the team to evaluation, I conduct team activity systematically both inside and outside the classroom. The result of this study shows that pre-service elementary teachers' teaching competence has improved and I could identify the positive response about the value of using the history of mathematics and effect of Team Based Project Learning in mathematics learning.

• International Journal of Contents
• /
• v.10 no.3
• /
• pp.64-72
• /
• 2014

This study explored the elements that affect team achievements in virtual environments. In this study, consideration was given to the role of group dynamics in facilitating productive interaction. We aspired to reveal the mechanisms of group dynamics and examined how group dynamics affected team achievements in virtual environments. The empirical study was performed with undergraduate students enrolled in an e-learning course. In collaboration with other majors, students executed team projects and managed project issues in forums or chat rooms. The results of the empirical study indicated that leadership, creative friction, and group cohesion (components of group dynamics) had positive relationships with team achievements. The findings confirmed that addressing creative conflict is a method to improve team performance and that leadership is a key factor in project teams.