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Flipping Homework: An Effective Homework Model

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Flipped Electrical and Computer Engineering Classrooms 2

Tagged Division

Electrical and Computer

Tagged Topic

Diversity

Page Count

15

Page Numbers

26.784.1 - 26.784.15

DOI

10.18260/p.24121

Permanent URL

https://peer.asee.org/24121

Download Count

228

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Paper Authors

biography

Rami Jubrail Haddad Georgia Southern University

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Rami J. Haddad is an Assistant Professor in the Department of Electrical Engineering at Georgia Southern University. He received the B.S. in Telecommunication and Electronics Engineering from the Applied Sciences University, Amman, Jordan, in 2004. He received his M.S. in Electrical and Computer Engineering from the University of Minnesota, Duluth, MN, in 2006. He received his Ph.D degree from the University of Akron, Akron, OH, in 2011. His research focuses on various aspects of optical fiber communication/networks, multimedia bandwidth forecasting, smart grid applications, and engineering education.

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biography

Youakim Al Kalaani P.E. Georgia Southern University

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Youakim Kalaani is an Associate Professor of Electrical Engineering in the Department of Electrical Engineering at Georgia Southern University. Dr. Kalaani received his B.S. degree in Electrical Engineering from Cleveland State University (CSU). He graduated from CSU with M.S. and Doctoral degrees in Electrical Engineering with concentration in power systems. Dr. Kalaani is a licensed professional engineer (PE) and an ABET Program Evaluator (PA). He is a Member of IEEE and ASEE and has research interests in distributed power generations, optimization, and engineering education.

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Abstract

Self-Graded Homework: An Effective Homework ModelHomework has been known to be an essential component in every educational process since itserves as a teaching tool that solidifies the concepts being taught using problem solving. It hasalso been used as a pre-indicator to monitor and assess students’ performance. However, theeffectiveness of this important tool has been declining in recent years due to many factors. Mostimportantly is due to the increase in homework plagiarism among students. Homeworkplagiarism was used by procrastinating students mainly as a survival tool, but nowadays evenhigh achievers are plagiarizing homework to thrive and maintain their academic status. Copyinghomework without honestly attempting to solve the problems obviously defeats its purpose andrenders it useless. Therefore, a new model for incorporating homework into the learning processin which students have a rewarding motivation to honestly work on it is urgently needed.In this paper, a novel model for incorporating an effective homework component with a course isproposed. In this model, the homework is scanned and submitted electronically. The student willhave to self-grade the original copy of the homework using the instructor provided solution andgrading rubric. The student will have to detail an explanation for every question discussing his orher solution. By doing so the student will have to understand the problem and solution and all theunderlying principles very well to be able to analyze and grade their homework. This willmaximize the effectiveness of the homework component within the learning process. The gradedhomework is what the faculty or the grader will have to grade to assess the student ability toclearly discuss the underlying governing principles in the homework problems and learn fromtheir mistakes. This model is sought to significantly minimize plagiarism among students andprovide a more accurate performance indicator for student learning in order to maximize theeffectiveness of the homework component. In addition, the implementation of this modelindicated that students are stricter on themselves than the instructor when grading their ownwork. To validate our findings, we conducted both quantitative and qualitative assessmentstaking into consideration all the parameters involved in this process. The effectiveness of thismodel was verified quantitatively by assessing the students’ performance in pre and post exams.The pre-exam was conducted to assess the students' performance without the implementation ofthis model while the post-exam was conducted to assess the same students’ performance afterthis approach was implemented. Qualitative assessment in a form of survey was conducted tomeasure the level of satisfaction among students using this model. Assessment results revealedthat students subject to this study were able to improve their grades and score higher on a majorexam than they previously did, thus confirming the merit of implementing this self-gradedhomework learning process.

Haddad, R. J., & Al Kalaani, Y. (2015, June), Flipping Homework: An Effective Homework Model Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24121

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015