Investigating the Impact of Online Homework Reminders Using Randomized A/B Comparisons

2021 ◽  
Author(s):  
Angela Zavaleta Bernuy ◽  
Qi Yin Zheng ◽  
Hammad Shaikh ◽  
Andrew Petersen ◽  
Joseph Jay Williams
Keyword(s):  
Online Homework ◽  
The Impact

Formative assessments using text messages to develop students’ ability to provide causal reasoning in general chemistry

2020 ◽  
Vol 98 (1) ◽  
pp. 15-23
Author(s):  
Ryan David Sweeder ◽  
Deborah G. Herrington
Keyword(s):  
Formative Assessment ◽  
Causal Reasoning ◽  
Text Messages ◽  
Formative Assessments ◽  
Instructional Decisions ◽  
Online Homework ◽  
Summative Assessments ◽  
Assessment Tasks ◽  
Class Instruction ◽  
The Impact

Formative assessment is critical in providing students the opportunity to self-assess their content knowledge and providing data to inform instructional decisions. It also provides students with information about course expectations. If, as called for in numerous science instruction reform efforts, we expect students to be able to apply their chemistry knowledge to analyze data and construct coherent explanations, then not only must summative assessments include items that require this of students, but students must also be provided with frequent and ongoing opportunities to individually practice this difficult task and receive feedback. Although online homework systems can be quite effective at providing students with feedback regarding their mastery of basic skills, it is typically less useful in providing meaningful feedback on constructed student explanations. This study examined the impact of providing students with frequent out-of-class formative assessment activities initiated by text messages. Student responses were then used to facilitate in-class instruction. Increased student participation in these formative assessment tasks correlated positively with success on exams even after accounting for student prior knowledge. There was also evidence that students increased their ability to construct complete explanation over the course of the semester. All results were consistent across two different institutions and three instructors.

The Impact of an Online Homework Management System on Student Performance and Course Satisfaction in Introductory Financial Accounting

2016 ◽  
Vol 12 (3) ◽  
pp. 76-87 ◽  
Author(s):  
Victoria Fratto ◽  
Magda Gabriela Sava ◽  
Gregory J Krivacek
Keyword(s):  
Student Performance ◽  
Management System ◽  
Financial Accounting ◽  
Course Satisfaction ◽  
Educational Technologies ◽  
The Internet ◽  
Online Homework ◽  
Introductory Accounting ◽  
Improve Student Performance ◽  
The Impact

Educators in all disciplines are searching for effective educational technologies that help students learn. One technology that has evolved is the online homework management system. The online homework management system permits professors to use the Internet to assign homework problems that students can complete online. Since this system is automatic, students can receive feedback instantly. The researchers designed this study to determine if the use of an online homework management system as an educational complement was an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional accounting pedagogy. The results of this study show the use of an online homework management system is an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional pen-and-paper homework.

Blending classroom instruction with online homework: A study of student perceptions of computer-assisted L2 learning

ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 208-224 ◽  
Author(s):  
Nuria Sagarra ◽  
Gabriela C. Zapata
Keyword(s):  
Language Learning ◽  
Student Perceptions ◽  
Classroom Instruction ◽  
Computer Assisted ◽  
Online Homework ◽  
User Friendliness ◽  
Assessment Tests ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
The Impact

AbstractThis study investigates the impact of an online workbook on the attitudes of 245 second language (L2) Spanish learners toward this pedagogical tool over two consecutive semesters. The treatment consisted of four hours of classroom instruction and one set of online homework per week, during two consecutive semesters. Students' attitudes toward the electronic workbook were measured by means of a survey administered after eight months of exposure to the workbook. The qualitative data of the survey was compared to quantitative data from two different language assessment tests. The results of these tests indicated a significant increase in grammar scores. These results are consonant with the positive findings of student perceptions about the online workbook obtained in this and previous studies, emphasizing its benefits in terms of accessibility to the material, user-friendliness, and instant error feedback. More importantly, most students praised the usefulness of the online workbook for language learning, particularly in the areas of grammar and vocabulary acquisition. Despite participants' mostly positive attitudes, the survey also revealed some negative aspects of the use of the online workbook, such as the amount of time needed to complete the online exercises. This paper addresses these issues, and provides suggestions to overcome this type of problem.

scholarly journals Retrieval practice in the form of online homework improved information retention more when spaced 5 days rather than 1 day after class in two physiology courses

2018 ◽  
Vol 42 (2) ◽  
pp. 305-310 ◽  
Author(s):  
Caitlin N. Cadaret ◽  
Dustin T. Yates
Keyword(s):  
Student Retention ◽  
Retrieval Practice ◽  
Online Homework ◽  
Information Retention ◽  
Final Exam ◽  
Desirable Difficulties ◽  
Anatomy And Physiology ◽  
Spaced Retrieval ◽  
The Impact

Studies have shown that practicing temporally spaced retrieval of previously learned information via formal assessments increases student retention of the information. Our objective was to determine the impact of online homework administered as a first retrieval practice 1 or 5 days after introduction of physiology topics on long-term information retention. Students in two undergraduate courses, Anatomy and Physiology (ASCI 240) and Animal Physiological Systems (ASCI 340), were presented with information on a specific physiological system during each weekly laboratory and then completed an online homework assignment either 1 or 5 days later. Information retention was assessed via an in-class quiz the following week and by a comprehensive final exam at semester’s end (4–13 wk later). Performance on homework assignments was generally similar between groups for both courses. Information retention at 1 wk did not differ due to timing of homework in either course. In both courses, however, students who received homework 5 days after class performed better on final exam questions relevant to that week’s topic compared with their day 1 counterparts. These findings indicate that the longer period between introducing physiology information in class and assigning the first retrieval practice was more beneficial to long-term information retention than the shorter period, despite seemingly equivalent benefits in the shorter term. Since information is typically forgotten over time, we speculate that the longer interval necessitates greater retrieval effort in much the same way as built-in desirable difficulties, thus allowing for stronger conceptual connections and deeper comprehension.

Formation of Lunar Craters and Bright Rays as a Result of Meteorite Impacts

1962 ◽  
Vol 14 ◽  
pp. 415-418
Author(s):  
K. P. Stanyukovich ◽  
V. A. Bronshten
Keyword(s):  
Explosive Charge ◽  
The Moon ◽  
Meteorite Impacts ◽  
The Earth ◽  
Lunar Craters ◽  
The Impact

The phenomena accompanying the impact of large meteorites on the surface of the Moon or of the Earth can be examined on the basis of the theory of explosive phenomena if we assume that, instead of an exploding meteorite moving inside the rock, we have an explosive charge (equivalent in energy), situated at a certain distance under the surface.

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