| Thu, Feb 08, 2018
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Mathematics Education Seminar
3:30 PM
MSCS 514 | | Preliminary Findings about Immediate Feedback in Online Homework and Student Learning
Allison Dorko, Oklahoma State University
| | | Abstract: University calculus I students spend more time doing homework than they do in class (Ellis et al., 2015; Krause and Putnam, 2016). Many students’ math homework is at least partially online. A preponderance of evidence comparing course and/or exam grades for students with online homework, paper-and-pencil homework, or a combination of the two indicates that there is no difference, or a slight positive difference in favor of online homework (Dedic, Rosenfield, and Ivanov, 2006; Halcrow and Dunnigan, 2012; Hauk and Segalla, 2005; Hirsch & Wiebel, 2003; LaRose and Megginson, 2003). Because online homework accounts for the majority of students’ interaction with content, it has the potential to be a rich learning environment. However, to maximize that potential, we need to know more about how students interact with online homework systems. To that end, this study investigated the following two research questions:
1. How do students make use of the immediate feedback in an online HW system?
2. How does students’ use of the immediate feedback relate to their learning?
In this seminar, we will look at my developing model of what students do when they see a red X or green check in WebAssign, and how their actions relate to their learning. |
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