A quantitative and qualitative analysis of the effectiveness of online homework in first-semester calculus
Ryan Zerr, University of North Dakota, United States
JCMST Volume 26, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
An online homework system created for use by beginning calculus students is described. This system was designed with the specific goal of supporting student engagement outside of class by replicating the attempt-feedback-reattempt sequence of events which often occurs in a teacher's presence. Evidence is presented which indicates that this goal was realized, resulting in an improvement in overall student performance. Furthermore, student survey responses indicate that a high level of satisfaction with the system was present within the class, and in particular with regards to the online homework's usefulness in helping students understand first-semester calculus concepts. The online assignments were created with general course management software which was already being used campus-wide, and therefore no additional hardware or software resources were required.
Zerr, R. (2007). A quantitative and qualitative analysis of the effectiveness of online homework in first-semester calculus. Journal of Computers in Mathematics and Science Teaching, 26(1), 55-73. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from https://www.learntechlib.org/primary/p/21059/.
© 2007 Association for the Advancement of Computing in Education (AACE)
- Butler, M.B., & Zerr, R.J. (2005). The use of online homework systems to enhance out-of-class student engagement. International Journal for Technol-A Quantitative and Qualitative Analysis of the Effectiveness of Online 73
- Czikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.
- DeLong, M., Winter, D., & Yackel, C.A. (2003). Managing, motivation, and student-centered instruction II: Applications. PRIMUS, XIII(3), 223-247.
- Eason, R., & Heath, G. (2004). Paintbrush of discovery: Using JAVA applets to enhance mathematics education. PRIMUS, XIV(1), 79-95.
- Gopalakrishnan, H. (2004). Think-share-write: An effective strategy for group quizzes. PRIMUS, XIV(2), 156-162.
- Hirsch, L., & Weibel, C. (2003). Statistical evidence that web-based homework helps. FOCUS, 23(2), 14.
- LaRose, P.G., & Megginson, R. (2003). Implementation and assessment of online gateway testing. PRIMUS, XIII(4), 289-307.
- Ponomarenko, V. (2003, December). Drill 3.1. Journal of Online Mathematics and Its Applications. Retrieved August 26, 2006, from http://joma.org/mathDL/4/?pa=content & Sa=viewDocument & NodeId=492
- Suzuki, J. (2003). Using online quizzes: A report from the trenches. FOCUS, 23(9), 8-10.
- Zerr, R.J. (2004). Online lecture notes can aid student learning. The Teaching Professor, 18(10), 4.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Retta Guy & Millicent Lownes-Jackson, Tennessee State University, United States
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 8, No. 1 (Jan 01, 2012) pp. 15–38
Computer Assisted Learning in Undergraduate Precalculus at the University of Massachusetts at Amherst: A comparison of test results five years prior to and three after the introduction of a web-based online homewor
Brian Emond, University of Massachusetts, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 1665–1673
Web-based Homework in University Algebra Courses: Student Perceptions of Learning and Motivation to Learn
Cindy York, Purdue University, United States; Angie Hodge, North Dakota State University, United States; Jennifer Richardson, Purdue University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4618–4624
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.