PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
Online calculus homework: The student experience
Page: 266
Online homework is propagating rapidly across the nation, especially in large, introductory courses in STEM fields. The literature provides some evidence that the implementation of online homework is correlated with higher exam scores and course grades, but theory about how online homework supports learning is lacking, as is research on how students engage with and experience online homework. This study examines student experiences with online homework by identifying various homework environments, resource use, perceptions, and strategies that characterize diverse student experiences and learning opportunities. This portrayal demonstrates that aggregating student experiences through statistical analyses is sometimes an oversimplification that limits the inferences that can be made from achievement data and is evidence that qualitative data is vital to understand how online homework supports learning and inform improvements to its implementation.