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Online homework: Does it make a difference?
Abstract
We carried out an experiment to evaluate the relative value of web-based computer homework with thoroughly hand-graded paper homework. In this note we present a general summary of our findings, appropriate for a general practitioner.
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In the citing paper
“They also noted some disadvantages which include lack of feedback as to why a solution is incorrect, the susceptibility to trial-and-error approaches because of the availability of multiple submissions, and the emphasis on getting the right answer without understanding the process.”
From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Bonham et al., 2001
In the citing paper
“Not only did students spend more time doing OHW, they also reported, overwhelmingly (about 75%), that they would like to continue to use the OHW system.”
From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Bonham et al., 2001
In the citing paper
“They argued that the advantages of OHW systems include the ability to offer more practice, the instantaneous feedback which enables students to develop mastery by correcting their errors, and the elimination of certain common types of cheating because of the randomly generated questions.”
From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Bonham, Beichner, and Deardorff, 2001
In the citing paper
“On the other hand, less than half of the students who completed textbook homework indicated they would like to continue with textbook homework.”
From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Bonham et al., 2001
In the citing paper
“The results from each of these studies indicate that OHW is at least as effective as THW in preparing students to perform on tests.”
From The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students (2009) · cites this paper as Bonham et al., 2001
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Metadata
- Authors
- Bonham, S., Beichner, R., & Deardorff, D.
- Affiliations
- University of North Carolina at Chapel Hill (US)
- Venue
- The Physics Teacher
- Published
- 2001-05-01
- Volume
- 39
- Issue
- 5
- Pages
- 293-296
- ISSN
- 0031-921X (ISSN-L)
- 1943-4928
- OpenAlex
- W2011526076
- Cited by
- 141
- References
- 0
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 5 · 2023: 2 · 2022: 2 · 2021: 8 · 2020: 18 · 2019: 23 · 2018: 7 · 2017: 7 · 2016: 5 · 2015: 6 · 2014: 6 · 2013: 7 · 2012: 5
- FWCI
- 10.49
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Physics Teacher (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Educational Methods and Outcomes
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- online homework, web-based homework, homework effectiveness, physics education
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
