• Journal of Engineering Education Research
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• v.12 no.3
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• pp.129-136
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• 2009

This paper is on the analysis of the present situation in carrying out homework assignments of the students in the college of Science and Technology, Hongik University. Our survey confirmed that the purpose of the assignments was not satisfactorily achieved, because only a few students solve the problems by their own efforts and most of the other students just copied their peers' work. The reason for this problem was analysed based on the result of questionnaire for the professors and students. Possible solutions for the problem is proposed, such as providing sufficient number of teaching assistants and changing instruction strategy, reflecting the significance of homework assignments in the learning process. As one of the probable solutions, a team-based assignment is proposed, and expected and observed positive results were discussed.

• Journal of Engineering Education Research
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• v.15 no.6
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• pp.49-57
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• 2012

This paper deals with the individual homework creating and management system. The proposed system can be applied to various types of homeworks such as problem solving, experiment and watching some video material related to lecture. Every authorized student can connect the web server in which the proposed system is implemented and download his assignment which is different from other student's. Also we provide real application examples to show the feasibility and effectiveness of the proposed system regarding 3 types of assignments and expect to help the students to do self-regulated study and improve their professional capability.

• Journal of the Korea Society of Computer and Information
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• v.22 no.1
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• pp.153-159
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• 2017

In recent years there has been a rise in the use and interest of the flipped learning as a teaching and learning paradigm. The flipped learning model includes any use of Internet technology to enrich the learning in a classroom, so that a professor can spend more time interacting with students instead of lecturing. In the flipped model, students viewed video lectures online outside of class time. Students then performed two kinds of assignments, a teamwork assignment and an individual work assignment, through the class time. In this paper, we propose a flipped educational model for a college class. This experimental research compares class of college algorithm using the flipped classroom methods and the traditional lecture-homework structure and its effect on student achievement. The result data of mid-term exam and final exam were analyzed and compared with previous year data. The findings of this research show that there was not a significant difference in the scores of student between two lecturing methods. The survey result and lecture evaluation by students show that students are in favor of the flipped learning.

• Journal of Engineering Education Research
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• v.15 no.6
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• pp.34-42
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• 2012

Problem solving by homework assignment is a process of practicing what were discussed in classrooms and thus is considered as an essential part of learning procedure in engineering education. We introduced the concept of cooperative learning, Student Teams-Achievement Division(STAD), to improve the students' learning efficiency by in-class problem solving. The instructor explained fundamental concepts, and lecture materials were handed out to compensate for the time of in-class team activity. Brief tests were given after every chapter, and team-based additional credits were given for the improvement comparing the average of previous tests of each student. This attempt of modified STAD was evaluated to have brought about a significant improvement in students' academic achievement, in addition to activating classroom atmosphere.

• The Mathematical Education
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• v.41 no.1
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• pp.59-78
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• 2002

In a globalization and information society in the 21st century, the emphasis of education is on producing people who can create intellectual value. To meet the purpose in mathematics education, students should be taught to be able to understand basic logics and principles and exchange mathematical information each other. Also they had better be guided to study on their own at home in an effective way. In reality, however, most of the home study does not go beyond confirming the same homework. It is very difficult for students to plan systematic preparation and review of their lessons and study on their own. Moreover there seems to be no integration between the lessons students receive at school and in private classes. Therefore the need for more systematic home study in relation to school lessons is high to maximize the teaming effect. Studying through Web has little restriction in terms of time and space. Students can collect useful information inexpensively and share their learning assignment with each other. But mathematics education through Web has not yet been developed in such a way as to see a positive result from it. This research intends to develop a web site where students can study mathematics systematically in a self-guided way. The research methods applied included survey, student discussion and online home study. The questionnaires were designed to figure out students'and parents'changes in their concept of mathematics home study. The research also tried to look for ways to cut down the burden of expensive private lessons in mathematics. The student discussions were made up of problem-making and problem-solving. The discussion procedure was analysed so as to check if students used their creativity while they were working. As stated above, the research aims to develop a web site to support effective home study, enhance students' mathematical ability and reduce the burden of private lessons.

• Journal of the Korean School Mathematics Society
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• v.4 no.1
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• pp.115-124
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• 2001

This research is focused on the development of Math teaching and/or learning materials in which the students are centered, not teachers, and which can, in turn, activate and reinforce the students' extra curricular Math activitie The findings I came to have through my research can be summarized as follows: 1. Math teaching and/or learning materials developed based on the students' interactions in the Math extra-curricular activities helped students to learn Math better and to be more interested in Math. 2. There was a positive attitude change toward Math on the side of the students after being introduced in and exposed to Math through the above mentioned Math teaching and/or learning materials. 3. There was a positive attitude change toward Math on the side of the students after being taught Math using the above mentioned Math teaching and/or learning materials. The suggestions I came to have through my research are as follows: 1. There need to be more consistent efforts in developing the Math teaching and/or learning materials which can be used in the Math extra-curricular activities. 2. There need to be more consistent efforts in developing Math teaching paradigms which can be used in Math extra-curricular activities. 3. There need to be more consistent efforts in developing the Math teaching and/or learning materials which can be used in the Math class as well as in Math extra-curricular activities. 4. There need to be more consistent efforts in developing the Math teaching and/or learning materials which are more grade-, unit-, and category-conscious.