scholarly journals Assessing the Effect of Online Homework on Student Learning in a First Circuits Course

2015 ◽  
Author(s):  
Katie Evans ◽  
Paul Hummel ◽  
Miguel Gates
Keyword(s):  
Student Learning ◽  
Online Homework

scholarly journals DEVELOPING FOR AND DEPLOYING WEBWORK ACROSS DISCIPLINES IN SECOND-YEAR ENGINEERING

2019 ◽  
Author(s):  
Agnes G. D’Entremont ◽  
Negar M. Harandi ◽  
Jonathan Verrett
Keyword(s):  
Student Learning ◽  
Open Source ◽  
Student Perceptions ◽  
Data Privacy ◽  
Online Homework ◽  
Immediate Feedback ◽  
Wide Range ◽  
Engineering Problems ◽  
Second Year

Online homework systems provide immediate feedback to students, enhancing student learning. However, paid online homework from textbook publishers or other sources systems can be costly and also raise concerns about student data privacy. WeBWorK is an open-source online homework system that can be setup on local servers, is free to students and has been in use since its development in the mid-1990s. Previous to this work around 200 engineering problems were openly shared on the WeBWorK platform, limiting opportunity for adoption.  In order to address this, we have developed, deployed, and evaluated nearly 1000 new engineering problems across a wide range of engineering topics at the second-year level.  Student perceptions of WeBWorK have been evaluated using surveys at the start and end of courses where it is deployed. These surveys indicate that students generally prefer the WeBWorK system to other online homework systems they have used. Surveys also indicate that students were generally motivated to both attempt and complete all assigned problems that contributed to their grade, and believed WeBWorK enhanced their learning. The creation of error-free WeBWorK questions was difficult, however the hope is that the ability to re-use and share these questions ensures they provide a higher value over the long term than paper-based homework problems.  

Do Multiple Homework Attempts Increase Student Learning? A Quantitative Study

2018 ◽  
Vol 63 (2) ◽  
pp. 260-269 ◽  
Author(s):  
Kathy K. Archer
Keyword(s):  
Adult Learners ◽  
Online Education ◽  
Student Learning ◽  
Natural Experiment ◽  
Strong Relationship ◽  
Grade Inflation ◽  
Online Homework ◽  
Entry Level ◽  
Exam Scores ◽  
The Relationship

Learning must inherently involve practice. It is true for athletes, for musicians, for almost any area of learning. However, this commonsense approach stops short when it comes to student homework where the debate about whether to allow multiple attempts continues. Proponents claim the value of practice and learning by reworking. Opponents cite grade inflation, student guessing behaviors, and superficial learning rather than true mastery. Meanwhile, the increased use of online homework management systems that easily allow for multiple graded attempts intensifies the need for a data-based answer to the question. It is further complicated by the increase in adult learners and online education. Would multiple homework attempts increase student learning? Would the effect be the same for adult learners in a fully online environment as found in previous studies of traditional students? This natural experiment divided a sample of 917 online students in an entry-level university economics course into two groups to look at the relationship between multiple graded homework attempts and exam scores. The results show mean exam scores increased from 60.34% to 70.77%, when multiple homework attempts were allowed. In addition, 76.89% of variance in exam scores was explained by variance in homework scores. This strong relationship suggests that multiple graded homework attempts increased student learning as measured by the increased exam scores. JEL Classifications: A22, C93, D01, 121

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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