• Journal of Convergence for Information Technology
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• v.8 no.6
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• pp.281-285
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• 2018

The purpose of this research is to make a Flipped-MOOC model which can be applied and practiced in the college course after analyzing the characteristics and cases of MOOC and Flipped learning. For this, this study implemented the following tasks. First, this study analyzed the management and class types of MOOC and flipped learning through literature research. Secondly, flipped learning was applied in the course for a semester and the strong point and weak point of the course was analyzed and the alternative was suggested. Thirdly, the core ideas and strategies of Flipped-MOOC model was deducted for enhancing the participation and interaction of the students in the course which uses the MOOC content and applies flipped learning, and the instructional strategies and direction for the effective management in the real educational field was suggested. As a result, Flipped-MOOC model is expected to contribute for the educational revolution, change and quality improvement, and it is expected that Flipped-MOOC model might contribute to the lifelong education and educational competitiveness.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.93-120
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• 2024

On-line education in mathematics education changed in various aspects before and after COVID-19. This study conducted a systematic literature review of 98 academic papers on on-line education published from 2017 to 2023 in the field of mathematics education before and after COVID19. In particular, this study conducted content analysis to organize on the definitions of various similar terms related to online education. In addition, this study explored research trends on year, research subject, research method, on-line education type, and research topic by the pre-COVID-19, COVID-19, and post-COVID-19 era. Also, a comparative analysis was conducted on literatures on the effects of online education. As a result, first, it was confirmed that there is a need to organize the definitions of terms similar to online education. Also, the implications of identifying the differences and hierarchies between each term can be found. Second, it was confirmed that teachers' expertise for on-line mathematics education was emphasized based on the result of the rapid increase in the number of on-line education studies on teachers since COVID-19. Third, it was confirmed that the number of studies on blended and flipped learning was high in pre-COVID-19, but decreased in the COVID-19 era. Instead, in the COVID-19 era, studies on real-time interactive classes were rapidly active, and even in the post-COVID-19 era, studies on real-time interactive classes still occupied a large proportion. Finally, it was confirmed that the effectiveness of on-line education varies depending on the research background and model. Accordingly, the need to be cautious in interpreting the results of each study on the effectiveness of on-line education was confirmed. Based on these findings, this study presented implications for future research on on-line education in mathematics education.