the online homework help
The Impact of Online Homework Help on Student Learning
Interest in the topic of online homework help has grown in concert with the adoption of homework help in the education field. The availability and popularity of online homework help have increased as online learning (e-learning) has exploded in the past few decades. This surge offers a variety of platforms and products focused on homework help. This chapter introduces the potential effect of homework on the student’s learning achievement and briefly summarizes the main historical events and research results. Online homework help consists of three parts: theoretical foundation, historical course, and main research results.
When you think of tutoring, you may think of a student working side by side with a teacher figure, completing practice problems in an educational center. However, online tutoring or homework help is available for students of all ages and can encompass a range of subject areas. What is online homework help and how does it impact student learning? This chapter provides an introduction to and framing of the topic of online homework help. Homework help is defined as extra practice provided for students outside of the classroom and can occur in-person or online. In this chapter, our focus is on online homework help, which, in addition to serving as extra practice, can also offer valuable assistance in the form of clarifications, explanations, examples, and more.
II. Benefits of Online Homework Help There are several ways that online homework help can help students learn better. First, it can explain the material more clearly than an instructor can. Often a book or website will explain something in a different way than the instructor and using more than one explanation can help students understand. Second, homework help websites can help students connect ideas because they may present the material in different way than what was presented in class. Third, homework help can encourage students to engage with the material more deeply, by, for example, working through practice problems that help to convey the information in the homework.
I. Introduction There are forms of online homework help that involve human interaction, such as group tutoring or one-on-one tutoring. But the bulk of online homework help consists of written resources and study guides with no direct interaction between the helper and the help-seeker. In this paper, I want to consider the effect of online homework help on student learning. Trying to measure the causal effect of homework help is difficult because many other factors affect the help that students receive and the grades they get. For example, the parents of motivated students may be the ones who bought them a computer so that they can get online homework help.
Another difficulty with comparing academic learning through in-person and electronic teaching is that the state control schools in my sample, and students more generally, may not use the online practice sessions equally. There are several possible reasons for why some students might practice less with an online system than others, including differences in computer accessibility or computer anxiety. In addition, students may differ in the value they place on different types of learning formats. For all of these reasons, controlling for frequency of online practice may be insufficient to eliminate bias from the comparison. I discuss some possible ways to mitigate this problem in the empirical section.
Furthermore, it is unclear whether online homework help is available equally to all students. There may be a digital divide by income or by region in the availability of online homework help sources. It is infeasible to examine this issue definitively given the coarse data available, but I explore some suggestive evidence about differences in homework help sources depending on the family income.
The most negative aspect associated with online homework centers on the platforms themselves. If an online homework help source is unavailable to students due to technical changes or malfunctions, then students will miss accessing that assistance. For that matter, I could examine changes over time in the mix of homework sources that students rely on. If reliance on online homework sources did increase over time, then missing online homework assistance would be more harmful to both performance and overall learning over time.
More of the necessary building blocks for a successful large-scale online homework help program are available in 2004 than were in the past. The modes of delivery have been worked out and matching has improved. For many students, there is a tutor reasonably closely matched to them, and self-selection by the students means that they have a strong preference for online help. Furthermore, the tutoring may be better since the tutor finds the work more interesting and the environment is more natural and therefore may help to be more effective. A vast amount of help is needed, for several subjects and for specific courses with daunting workloads; there is growing interest in online forms of help. We view this paper as a first step toward understanding online help, which can illuminate the decision of who uses any homework help and what the impact of that help might be, either online or face-to-face.
The two most important ingredients to implementing a successful homework help program are the tutor and the right match between the tutor and the student. The most effective tutors are often those most sympathetic to the students they work with, comfortable with the material, and good at thinking aloud. In contrast, the setup of a help session can deter many online facilitators from choosing to use this mode even if they are energized by it. Newer facilities take a big step forward by putting students in control. We find considerable variation by course and by tutor in the take-up of online help. The dramatic difference in the rate of using online help does not appear to be due to differences in the ease of access to COW and WOS. This suggests that the mode preferences of the tutors and the social context in which they work influence tutor choices of online, real-time, or no help.
Khan Academy has growing name recognition. There is an opportunity for the system to roll out less visible services to sections of the population with a high ratio of digital access to other resources, such as children working outside the formal education system in underdeveloped countries. How online homework help evolves in the future has substantial potential impacts on student learning. Most obviously, new developments in the field can either dramatically increase the number of students who acquire needed skills or decrease the resources expended. More subtly, it also has the potential to empower lower-income students who have less access to other learning resources. The impacts of future developments are large and the fields continue to evolve rapidly. Given the promise of these approaches for increasing student learning, we expect the number of firms and government contracts in the field to increase substantially in the coming years.
Innovation in the field of online homework help is still young and evolving rapidly, bridging several traditions: tutoring by teachers, supplemental workbooks, and computer-mediated learning. The roots of this work go back at least to Winston Churchill and advisors in World War II, who were the first to propose that computers could tutor students. Over the past two decades, the field has absorbed extensive findings from cognitive science into new computer-based tools that help students learn. The 21st century project of general web-based tutoring is poised for rapid and continuing development, as servers spawned by earlier competitions for prizes in computer science move into the space. Will these systems have an impact on student learning? Variables such as depth of the tutoring, most recognizable movies, computational resources, and the content of the competitions and benchmarks will weigh the odds. Most obviously, there will also be a role for data mining to model student learning.
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