A Preliminary Study of Why Three Students Learned from Homework Instead of Lecture Allison Dorko, John Paul Cook, Oklahoma State University Email Allison for the zoom link
Abstract: We observed student exam responses that used a formula from online homework that differed from the lecture approach. This paper draws on an analysis of three students’ lecture notes, online homework scratchwork, exam responses, and interviews to provide insight into the observed phenomenon. We found students preferred the online homework formula for reasons including difficulty understanding the lecture, a preference for learning from example problems over conceptual explanations, and a belief that reviewing homework problems prior to an exam was a faster way to study than reviewing lecture notes.
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