Abstract

In this session, we will identify some of the important reasons why millennial students are captivated by video games, and how we can use these lessons to engage students in online learning for their academic studies. This session will be informative to teachers and professors who use, select or design new online learning tools for their classes.

Using examples from practicezone.org, we will show how the strategic design of online quizzes and electronically graded homework tools can engage students in learning, promote peer instruction, and free class time for discussion. The key is to allow students an unlimited number of attempts to complete their assignments correctly. We will show data and results from large General Chemistry classes that demonstrate an exceptionally high degree of work and commitment by students to their academic studies.

The primary relationship to the conference theme is to demonstrate how the strategic design of online learning tools can promote exceptionally high levels of student engagement.

Presenter

Chuck Wight

Chuck Wight has taught chemistry at the University of Utah since 1984. He currently serves as Associate VP for Academic Affairs and Undergraduate Studies. He is responsible for guiding the development of institutional policies and support for online and hybrid courses, General Education, Continuing Education, and an institutional partnership with Dixie State College. He is the sole owner of the new online learning web site http://practicezone.org.

Abstract

Using Online Homework in Traditional College Math Classes or How to Grade 45,000 Homework Problems and Still Keep Smiling
Purpose and Audience

The purpose of this presentation is to present research-based results regarding the effectiveness of using online homework as part of a college math class. These online homework systems offer many potential advantages to instructors, such as the ability to provide instantaneous feedback, as well as a great deal of tutorial assistance, on each and every homework problem assigned. Other potential advantages include increasing student motivation to succeed, offering many students the opportunity to develop content mastery, and allowing the instructor more time to teach instead of grade homework.

Whether teaching online, hybrid, or traditional face-to-face classes, many instructors are considering using one of the many available and highly advanced online homework systems. This presentation will provide these instructors with research-based and anecdotal evidence of the effectiveness of these systems. In addition, I will share my experiences with using these systems for the past 5 years.

Objectives

During this presentation I will:

1) Discuss the basic features and benefits of modern online homework systems. These features include immediate feedback for each homework problem. Tutorial assistance is also offered for each homework problem including the option to have the computer help the student solve the problem, the option to view a completely solved similar problem, the option to view a Quicktime video lecture which discusses the related concepts, and the option to view Flash animations which demonstrate principles and procedures. All of these features are integrated completely with the textbook.

Other features include the opportunity for students to demonstrate mastery and feel like they can succeed if they are willing to expend the appropriate effort. Students can work on each homework problem until they get it correct. This small feature often inspires students to keep trying because they want a perfect score, a result that doesn’t often happen with textbook homework.

Other benefits and features will also be discussed.

2) Discuss research results which examine these benefits. Several studies (including mine) have been performed which attempt to answer the question: do students learn more when they use online homework, with all of its bells and whistles, than when they use textbook homework. These results will be shared along with a critical analysis of their methods and conclusions.

My study additionally asked the question, do underprepared students learn more from online homework than prepared students. This question is important because more and more students are enrolling in college math class underprepared. The hypothesis is that underprepared students may benefit more from online homework because of the feedback, tutorial assistance, and motivational opportunities.

3) Discuss personal and anecdotal experiences related to using online homework systems as part of a traditional, lecture-based college math class. I have used online homework systems for 5 years as part of my face-to-face classes. I have seen the pros and the cons of such systems and will share these during the presentation. In addition, many institutions are reporting incredible improvements when they employ online homework. These results will be discussed and analyzed.

4) Discuss the challenges and drawbacks of using such systems. Some of the challenges include network crashes and software incompatibilities. Students who don’t have internet access at home also have difficulties. Other drawbacks are related to how the computer grades homework and how students enter their answers. These drawbacks will be discussed and experience-based solutions will be offered.

5) Engage the attendees in discussions relating to their experiences. I am interested in hearing how others are using online homework systems. Everyone can learn something from this discussion.

Practical Applications and Relationship to the Theme

I believe that online homework systems are one technological advance that will be part of math classes for many years to come. In the past, these systems have often been disregarded by educators because of the lack of pedagogical strength and because they required computing/networking power that was not available. However, with the problem of computing/network power largely solved both personally and institutionally, modern online homework systems are being created which offer many features and which are very adept at teaching students and helping them understand. In short, these systems are the wave of the future and educators need to be made aware of their real advantages and the research which supports them.

Information to Support What is Advocated

Davidson, A. (2004). An examination of the effects and costs of instruction that relies on computer-assisted instruction for delivering and managing homework assignments in college calculus courses. Unpublished Ph.D., The University of Rochester, United States — New York.

Hirsch, L., & Weibel, C. (2003). Statistical evidence that web-based homework helps. FOCUS, 23(2), 14.

Hurn, J. L. (2006). An analysis of the effects of online practice quizzes on the achievement, self-efficacy, and academic motivation of college algebra students at a community college. Unpublished Ph.D., Kansas State University, United States — Kansas.

Speckler, M. D. (2008). Making the grade: A compendium of data-driven case studies on the effectiveness of MyMathLab and MathXL. Retrieved November 14, 2008, from http://www.mymathlab.com/makingthegrade_v3.pdf.

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.

Presenter

Shane Brewer

I have been teaching math at the San Juan Campus for eleven years. Prior to that, I taught for short periods at BYU and UVU. I have always been interested in finding new ways to use technology to enhance traditional math classrooms. From graphing calculators and computer algebra systems to wikis and complete online learning systems I have tinkered with them all in the classroom at one time or another. I am particularly interested in exploring ways in which technology can help students who have previously had less than enjoyable experiences with mathematics. I have seen many of these students respond positively to approaches which use technology and don’t just follow the same pattern that frustrated them before. When not thinking about math I play golf, chess, and go. Or I am taking my family on some death march through one of the many canyons in Southeastern Utah.