학술지공학교육연구20권 3호 32~41p / 2017년 05월
The 4th industrial revolution refers to an era where machines capable of outperforming humans are created. In light of the 4th industrial
revolution, university students are demanded problem solving abilities, critical thinking abilities, and problem discovering abilities
as general and basic abilities. The need for changes in the university level communication education for engineering students remains
imperative in this constantly changing social environment. The era where education is conducted only in classrooms is over. This
paper discusses the need for diversified education such as the integration of online and offline education, the reinforcement of learning
outside of the classroom as well as an education model that transcends formal and informal education such as games and activities
that induce self-learning, both intentional and non-intentional learning, and the utilization of mass media and social networking systems.
Through providing an education model that assesses and utilizes the data gained from the learning process provided above, this paper
widens the perception of future education methods in the 4th industrial revolution.
학술지공학교육연구20권 3호 25~31p / 2017년 05월
As the world enters the era of the Fourth Industrial Revolution, which is represented by advanced technology, it not only changes
the industrial field but also the education field. In recent years, Smart Learning has enriched learning by using diverse forms and
technologies that utilize vast amount of information about learners' individual knowledge through the emergence of realistic and intelligent
contents that combine high technology such as artificial intelligence, big data and virtual reality and there is an increasing interest
in intelligent adaptive learning, which can customize individual education. Therefore, the purpose of this study is to explore intelligent
adaptive learning method through recent smart education environment, beyond traditional writing-based communication education which
is highly dependent on the competency of instructors. In this study, we analyzed the various learner information collected in the
communication course and constructed a concrete teaching and learning method of intelligent adaptive learning based on the instructor’s
intended smart contents. The result of this study is expected to be the basis of highly personalized teaching and learning method
of digital method in communication education which is emphasized in the fourth industrial revolution era.
학술지공학교육연구20권 3호 13~27p / 2017년 05월
This study investigated student engagement of STEM-specialized higher education institutions in comparison with students from humanities
& social science and STEM majors, respectively. By doing so, the study aimed to find the effects of the characteristics of STEM
disciplines and organizational culture of STEM-specialized small-sized institutions on student engagement. The students majoring STEM
disciplines, regardless of the organizational types, showed lower reflective-integrative learning experiences compared to students on
humanities & social science disciplines. In contrast, students of STEM-specialized institutions reported significantly higher levels of
peer relationship and student-faculty interaction in comparison with humanities & social science students and STEM students of general
higher education institutions. Finally, the study suggests policy implications for STEM education.
학술지공학교육연구20권 3호 3~12p / 2017년 05월
This research points out the necessity of customized communication education for engineering students in the era of the Fourth Industrial
Revolution. This paper also points out such problems of current communication education as presentation and discussion-focused 'Public
Speech' exercises, absence of interests about social issues, and lack of interactive communication learning. In general, as the characteristics
of their major education, engineering students are not aggressive in self-questioning and active communication rather than their sensitive
reaction to the changes of the new era. Considering these characteristics of engineering students, this research emphasizes that future
communication education should be deployed from the major-focused thinking to the development of convergent thinking, from the
problem-solving to the problem-finding, and from the contentious thinking to the cooperative thinking. In addition, as a class design
reflecting future trends, this research emphasizes, firstly the development of cooperative communication education model, secondly
active utilization of SMART technology, and lastly the importance of customized-coaching for each student considering their own
characteristics and requirements.
학술지공학교육연구20권 2호 57~62p / 2017년 03월
The purpose of this study is to develop an educational model based on the capacity analysis of college students. In order to measure the
learning ability of female science and engineering students, we used various tools to derive core competencies. The competency element
of human resources implementation, the element of learning achievement area in the undergraduate education actual condition survey, and
the analysis of the learning achievement elements of the engineering certification program were analyzed and the development of teaching
method was searched to find ways to increase the competence of female students. In addition, we developed a model that can apply the
development of pedagogy in the curriculum to the liberal arts, majors, and comparative courses, and presented the internship in field experience
area, the improvement of on the spot learning, and teaching method and guidance to enhance the female students' competence. Also, as
a case study of the proposed teaching method, new curriculum of 'Understanding of Big Data' which is the basis of the fourth industrial
revolution technology in the second semester of 2016 was developed and applied to the education model. The results of this study are very
positive, and we can expect the effectiveness of the new education model to enhance the learning ability and capacity of female students.
학술지공학교육연구20권 2호 50~56p / 2017년 03월
Because all areas of mechanical engineering involves the use of mathematics, mechanical engineers need mathematical understanding
and skill enhancement. To achieve the effective mathematics education for mechanical undergraduate students, it should reorganize the
important subtopics of mathematics. In this paper, we explore the direction of the development of mathematics education for mechanical
engineers by analyzing the teaching hours of each topics in the mathematics and by comparing the results with significance analysis
of expert survey. To do so, syllabuses of mathematics courses of the selected mechanical engineering departments were analyzed and
the survey responses of professionals in the Korean Society of Mechanical Engineers were also investigated. Finally, the revision of
mathematics curriculum in the mechanical engineering was proposed.
학술지공학교육연구20권 2호 39~49p / 2017년 03월
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.
학술지공학교육연구20권 2호 31~38p / 2017년 03월
In this study, specific teaching methods of lecturing and improved discussion methods (combining discussion and problem-based learning)
were selected and applied for each major subject and learning content area in the fields of engineering, language, and social sciences.
Then, the selected teaching methods were examined to determine the most effective learning contents. Finally, in order to determine
the most effective teaching methods, a survey on student satisfaction was analyzed statistically. The results showed that students preferred
teaching methods that combine lectures and improved discussion methods to the traditional method of only lectures. Therefore, this
research proposes the combined teaching method for each major subject and learning content area.
학술지공학교육연구20권 2호 19~30p / 2017년 03월
This paper investigated how three representative domestic and international engineering education journals explored societal supports
contributing to retention and persistence in engineering, especially among women. An integrative literature review of engineering education
journals was carried out to identify the flow of research and practice of engineering education for females. The findings indicate that
retention and persistence of women in engineering is closely relevant to issues of diversity management, collaboration competency,
학술지공학교육연구20권 2호 9~18p / 2017년 03월
This paper investigates the characteristics and implementation of associate degree and advanced diploma in Australia, which belong
to level 6 in AQF, to gain meaningful implications for engineering associate education in Korea. In Australian Qualification Framework
and Engineers Australia’s national generic competency standards are regarded as common benchmark for both qualifications. Training
packages for advanced diploma were changed according to the subject/and national benchmark. and were developed to meet the needs
of technical workers and para-professionals in the engineering field. The author recommends three suggestions from the findings – leadership
of ABEEK for making benchmark for associate degree program in engineering in Korea, in which competency-based curriculum is
currently being adopted by policy. development of outcomes descriptor of qualification and educational responsibilities,.