Experiments 3 and 4 Guided Cognition and Traditional Homework Questions from Part II of “The Secret Sharer”

2019 ◽  
pp. 161-162
Keyword(s):  
Traditional Homework

Blending Face-to-Face and Technology

2014 ◽  
pp. 105-119 ◽  
Author(s):  
Philip G. Pulley
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Universal Design ◽  
Teaching Method ◽  
Learning Model ◽  
Flipped Learning ◽  
Face To Face ◽  
History Of ◽  
Flipped Classrooms ◽  
Traditional Homework

Flipped or inverted learning is a type of blended learning that involves the use of educational technology to switch or flip what is traditionally done in the classroom with what is done as homework. With the flipped model, lectures are often recorded for students to watch at home while traditional homework, or projects that involve application, are done in the classroom with the teacher available as a guide and resource. Like any new teaching method, with the flipped learning model there is a need for the instructor to evaluate its use and determine whether changes will be required with each implementation. In this chapter, an overview of the history of the flipped model is presented. In addition, an outline of methods like universal design that can be implemented for learning in flipped classrooms is provided.

scholarly journals Flipping theClassroom; Developing listening Material

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Jenny Ika Misela
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Listening Skills ◽  
Guided Practice ◽  
Face To Face ◽  
Video Lectures ◽  
Listening Skill ◽  
Traditional Homework ◽  
Online Sources

Flipped classroom is an approach to teach listening in which students participate in online learning in place of traditional homework and then attend school for face-to-face, teacher-guided practice or projects. It is a part of larger education system called blended learning. In this approach, students could learn new content on their own by watching video lectures or other online sources and assigned problems (traditional “homework”) are completed in class with teachers offering personalized guidance instead of lectures. The paper here examined an ESL listening class. Listening skill is much more than hearing. Unfortunately, in students’ opinion, listening is an uninteresting activity. Many students feel very bored in listening class. That is why teachers should know about how to make the students more interested in listening. The aim of this paper is discuss best practices and challenges of implementing the flipped classroom in teaching and learning listening. By using this approach, it is expected that students will develop their listening skills as well as have a lot of fun. The main findings of the study indicate that the students enjoyed learning listening in a flipped classroom environment. They can practice not only listening but also all language skills in listening class.

scholarly journals The Effect of Online Homework (IXL) on Students' Mathematics Achievement

2021 ◽  
Vol 7 (4) ◽  
pp. 244-249
Author(s):  
Kawai Liu ◽  
Julius Wu
Keyword(s):  
Mathematics Achievement ◽  
Online Homework ◽  
Test Results ◽  
School Grade ◽  
Class Level ◽  
Significant Difference ◽  
Different Types ◽  
Post Test ◽  
Completion Effect ◽  
Traditional Homework

We examined the potential different effectiveness of an online homework system (IXL) and the traditional paper-and-pencil homework. A study involving 98 participants was conducted in a middle school (grade 8). We compared the post-test results from the online homework group with the traditional homework group. Both homework assignment effect (class-level) and homework completion effect (student-level) proposed by Trautwein (2007) were investigated. No significant difference was found among the students who were assigned different types of homework (class-level). We conclude that IXL is as effective as the traditional homework on students' learning. Meanwhile, not surprisingly, we revealed that students who complete the homework outperformed the students who did not (student-level). We suggest that teachers give students an option to do online or traditional homework based on their preference, as long as they complete the homework.

scholarly journals A Technique For Continuous Evaluation Of Student Performance In Two Different Domains: Structural Engineering And Computer Information Technology

2017 ◽  
Vol 8 (2) ◽  
pp. 83-110 ◽  
Author(s):  
Niranjan Desai ◽  
George Stefanek
Keyword(s):  
Student Performance ◽  
Structural Engineering ◽  
Assessment Method ◽  
Final Grade ◽  
Traditional Assessment ◽  
Engineering And Technology ◽  
Final Exams ◽  
New Material ◽  
Traditional Homework ◽  
Interactive Experience

Student access to the Internet has made it much easier for students to find solutions to traditional homework problems online and thereby has made this traditional assessment method of monitoring student progress and gauging the assimilation of knowledge in engineering and technology courses less reliable.  This paper presents an in-class, group-based quiz technique where students are quizzed typically on a weekly basis on material presented during the same week in lecture, but before doing any homework.  Homework is typically not graded or its impact reduced on its percentage impact on the final class grade, whereas the quizzes are assigned a higher percentage impact on the final grade.  Mid-term and final exams are based or derived from the homework assignments.  Since students have not usually had any time to study the new material, they can work in groups of typically two or three students and if they get stuck, they have the option of asking the instructor for hints to prevent them from being stuck.  Quizzes are graded in real-time during the class and provide the instructor with continuous, week to week, assessment as to a student’s progress.  The study found that the use of this quiz technique creates a more interactive experience between students, between the student and the instructor, and reduces the possibility of plagiarism on homework assignments. 

scholarly journals Computer Aided Instruction: A Study Of Student Evaluations And Academic Performance

2008 ◽  
Vol 5 (11) ◽  
Author(s):  
David Collins ◽  
Alan Deck ◽  
Myra McCrickard
Keyword(s):  
Private University ◽  
Student Evaluations ◽  
Financial Accounting ◽  
Computer Aided Instruction ◽  
Final Exam ◽  
Computer Aided ◽  
Before And After ◽  
Student Grades ◽  
The Impact ◽  
Traditional Homework

Computer aided instruction (CAI) encompasses a broad range of computer technologies that supplement the classroom learning environment and can dramatically increase a student’s access to information.  Criticism of CAI generally focuses on two issues: it lacks an adequate foundation in educational theory and the software is difficult to implement and use.  This paper describes the educational use of CAI in two different courses at a small, private university and the implementation and use experiences of the instructors.  One instructor used Homework Manager in Principles of Financial Accounting and the other instructor used Aplia in Principles of Microeconomics.  It is shown that the use of CAI is pedagogically effective and that currently available applications are easy to integrate into the student’s in-class experience.  The paper also reports on the impact that using CAI has on student evaluations of both the course and the instructor and on student grades.  For student evaluations, mean responses were compared on ten questions believed to be influenced by the switch from traditional homework assignments to CAI-based homework assignments.  While differences were generally in the expected direction, it could not be shown that CAI had a direct impact on student evaluations of either the course or the instructor.  For student grades, final exam grades were compared before and after the adoption of CAI.  It is shown that the use of CAI significantly increased student final exam grades. 

scholarly journals Students’ Attitudes towards Cambridge Unlock Workbook: English Intermediate I Level at Birzeit University

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Andira A. Abdallah ◽  
Nariman M. Morrar
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Negative Attitude ◽  
Online Homework ◽  
Online Program ◽  
Reading Vocabulary ◽  
Written Comments ◽  
Vocabulary Building ◽  
Students Attitudes ◽  
Traditional Homework

The purpose of this study is to investigate the attitudes of English Intermediate I students at Birzeit University (BZU) towards Cambridge Unlock online homework. It also aims at evaluating the effectiveness of the online activities, from the students’ perspective, in regard to their in-class language learning skills; reading, writing, listening, speaking, and vocabulary building. The sample for this study is 200 undergraduate students at BZU who were placed at English Intermediate I level. A questionnaire was given to the students during the second month of their second semester. The overall results of the students’ responses showed inconclusive attitude towards online homework. Only 22.5% of the students thought it was more helpful than traditional homework. While an average of 66% of students’ responses showed that the online homework was beneficial to their in-class language skills activities; reading, vocabulary, and listening; an average of 48% only stated that it was effective in improving their writing skills. In addition, the written comments on the online program provided by a total of 141 students showed a negative attitude towards the online homework program with only 20% who stated that it was beneficial to their language learning.

scholarly journals Parent Attitudes Towards the Integration of Digital Learning Games as an Alternative to Traditional Homework

2021 ◽  
Vol 17 (3) ◽  
pp. 151-167
Author(s):  
Meital Amzalag
Keyword(s):  
Mixed Methods ◽  
21St Century ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Digital Learning ◽  
Parent Attitudes ◽  
Learning Games ◽  
Distance Learn ◽  
Traditional Homework ◽  
Depth Interviews

The COVID-19 pandemic caused children to distance learn at home, but with technical and pedagogic difficulties. Digital learning games offer effective tools for pedagogic difficulties, such as active and relevant learning. Using mixed-methods research, this study examined 1) parents' perceptions about digital learning games and 21st century skills and 2) parents' attitudes towards digital learning games instead of traditional homework. The findings are based on both qualitative (in-depth interviews) and quantitative (online survey) data. The results of the study revealed that parents do not object to replacing traditional homework with digital learning games. They saw digital learning games as relevant for their children's digital lives and acknowledged their potential to reduce arguments over homework. Therefore, digital learning games should be employed in school and as an alternative for traditional homework, both in routine and crisis, such as the COVID-19 pandemic.

scholarly journals Homework: At Home or at School?—Attitudes of Teachers, Parents and the General Public: A Case Study

2020 ◽  
Vol 13 (6) ◽  
pp. 170
Author(s):  
Roman Yavich ◽  
Nitza Davidovitch
Keyword(s):  
General Public ◽  
Subject Area ◽  
School Attitudes ◽  
Ministry Of Education ◽  
The Public ◽  
Number Of Children ◽  
The Family ◽  
Teachers And Parents ◽  
Traditional Homework

The purpose of this study is to investigate the attitudes of three influential groups toward homework: parents, teachers and the public. Specifically, attitudes toward reducing and eliminating homework, as well as creating alternatives to conventional homework, are examined. The first hypothesis is that the attitude of teachers and parents toward homework is positive, whereas that of the public is negative, in line with the Israeli Ministry of Education that suggests changing homework policies. Another hypothesis is that there is a correlation between the seniority of teachers and their attitudes toward homework—the greater the seniority, the more negative the attitude. Finally, the effect of various background variables of teachers (class grade and subject area: sciences or humanities) and parents (age of parents, number of children in the family and child birth-order) on their attitudes toward homework is examined. The first research hypothesis was confirmed—most teachers and parents are supportive of homework, whereas the public is the least supportive. In addition, the public is the most supportive of changing homework policies, parents are less supportive, and teachers are the least supportive. No correlation was found between the seniority of teachers and their attitudes toward homework. Finally, background variables have no effect on attitudes toward homework. According to these findings, the public is not yet ready to completely forgo homework, which has been so widely used and accepted. The desire to change the traditional homework policy exists, but the concept that homework is essential remains.

scholarly journals Homework Policy and Student Choice: Findings from a Montessori Charter School

2017 ◽  
Vol 3 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Catherine M Scott ◽  
Nelda Glaze
Keyword(s):  
Public Schools ◽  
Focus Groups ◽  
School Administration ◽  
Student Work ◽  
Traditional Public Schools ◽  
Controversial Topic ◽  
Work Samples ◽  
Teachers And Parents ◽  
Traditional Homework ◽  
Academic Year

The use of homework has been a controversial topic in education for many years: what types of homework to give, how much, and how often. In previous years, Ocean Montessori School (a pseudonym), the site of this study, offered homework like that of traditional public schools, such as worksheets and rote skill practice. Feeling conflicted about the misalignment between traditional homework and Montessori practices, the school administration changed the homework policy for the 2016–2017 academic year. The new policy encouraged students to choose what they wanted to do each night for homework. This study examines the views and practices of the teachers, students, and parents involved in the new homework policy. Data were collected from parent surveys, teacher focus groups, student interviews, observations, and student work samples. The findings indicate that, although students enjoyed the proposed homework change, it lacked sufficient structure for parents, and students needed support from teachers and parents to engage in meaningful homework tasks.

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