June 15, 2019
June 15, 2019
June 19, 2019
Improved student learning should be a common goal for all instructors. Two objectives were explored in this study. First, we examined the impact of utilizing structured homework assignments, compared to online homework, on students’ learning based on concept inventory data and performance on test questions mapped to learning objectives. Second, we examined the effect of the homework system type on the students’ satisfaction and the attributes of their learning experience using a student survey. These data were collected in two consecutive semesters (Spring 2017: 42 students, Fall 2017: 58 students) of a required undergraduate dynamics course which utilized an online homework system and a structured homework system, respectively. Student learning data and survey data were analyzed to compare across semesters. Learning objective data demonstrated both improvements and declines in our students’ ability to solve problems and concept inventory data demonstrated an increase in the effect size in the structured homework system compared to the online homework system. Survey results showed that students in the structured, compared to the online homework semester, were more likely to complete their homework and retain their solutions. They also reported more confidence in their ability to correctly set up a new problem, in knowing the steps to solve the problem, and in getting the correct answer. These students were less likely to “google it” or look for the solution online. Our results confirm that there are trade-offs when selecting either a structured or online homework system. The design of a hybrid homework system is discussed and is currently being tested.
McVey, M., & Luchies, C. W., & Giraldo, C., & Sidener, L. (2019, June), Developing Problem-Solving Skills in Dynamics: Implementation of Structured Homework Assignments Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32643
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