the best online homework help
Exploring the Effectiveness and Ethical Implications of Online Homework Help Services
In any event, online homework help practitioners and policymakers are tormented by simple research questions, such as whether contracting online homework help affects student effort and academic performance, whether an increase in effort could have a potentially lasting effect on academic performance, and whether homework help contributes to reducing school drop-out. The changing landscape in terms of volume and players has advocated a more systematic and scientific exploration of these questions. This paper contributes an initial piece of empirical exploration vis-à-vis these questions. We are able to provide clear-cut evidence of an explorative nature, highlighting the large magnitude of advertising campaigns directed by Western European students to contract online homework help and, at the same time, highlighting the relevant significance of unregulated markets such as this, showing also how offering online homework help affects academic performance independently of whether the student actually buys help. An effective supply or trading price mechanism may provide welfare gains.
The present paper aims to discuss the effectiveness and ethical implications of using online homework help services to achieve academic outcomes and prevent school drop-out. We narrow down the services under consideration by restricting our analysis to those that provide professional assistance in doing the homework and/or writing term papers/thesis. Subjects available for help are many and varied, although a significant chunk centers on languages (English, French), maths, science – topics that many use as keywords in their advertising campaign. Our analysis also ignores online homework help of a peer-to-peer nature (such as Chegg) where the exchange of information is instead based on cooperation and mutual learning. There is an increasing availability of such online services: students contract them via social media, websites such as ads on Blocket or by typing keywords in a search broker such as Google. Why this is the case is not obvious and may involve different student attributes, preferences, and motivations.
Introduction
This section can describe the various formats and types of assistance provided, as well as the pedagogy and strategy used by these services. We can also discuss subjects in which help is provided, and research design. Elements to be incorporated into this section could include a description of the type of homework help services offered (for example: live tutoring, a bank of resources, question/answer service, etc.), as well as the various subjects for which homework help is available, and such pedagogical strategies as working one-on-one for as long as it is needed. The section could also include information concerning staff selection and development (e.g., what credentials are required for the proposed staff member and what additional training, if any, is provided by the organization) and networking with public libraries.
In this section, you will be delineating the methods and strategies used by the services that we are analyzing. For many of these services, more detailed information can be found on the companies’ websites. Information to include in this section may include the various types of assistance available (e.g. “live” tutoring or use of a bank of questions and answers), technological approaches that are taken, tools that are used (e.g. such as whiteboards, electronic chats, etc.), and/or pedagogical strategies that are used to deliver services. The purpose of this section is to describe what is available to students and how it is available. Future work to expand this study could focus on interviewing representatives of either the services directly or those organizations contracting the assistance in order to yield additional information not already existing in the public domain. In all publications to be written from the data collected above, the specific company names and URLs should be listed, in addition to a general description of the services that are available in the following section.
To write the third section, we must examine what we currently know about the impact on academic performance of students who use online homework help services. “Academic performance” is itself a complicated term that might pertain to student grades, graduation likelihood, standardized test scores, homework completion rates, or knowledge. What would be the most informative impact metric for us to review? While a student’s grade is a simple and immediate proxy for academic performance that is likely to be most relevant for our audience, there are many practical and ethical barriers to obtaining a large sample size for a truly randomized experimental test of the link between receiving homework help and a student’s end-of-course grade. It is difficult to imagine a world in which the parents and children who enroll in a paid tutoring service are randomly assigned alternative prior beliefs about the cost effectiveness of this service. As such, we would likely need to rely instead on natural experiments or observational approaches that come with reconciliation problems between treatment and control outcomes. If our objective is only to study the impact of homework help in an existing dataset, numerous studies and editorials can be mapped to homework effects, and the moral and practical implications of such studies are important.
Nor is extending academic honesty completely fair to the student. The more students utilize these sources, the less a homework score can be used for grading, and the more consequence there will be for those students not utilizing such sources. Moreover, if the majority of a class utilize online help services, the assessment may not be meaningful with respect to differentiating on the basis of who has learned the material.
Once in possession, there is nothing to prevent students from turning in an instructor-assigned homework assignment for class credit that has been thereby assisted by the use of online help services. The appropriateness of making use of online homework help services must be judged in part by the policy of a specific instructor, e.g., when answers to assigned homework problems are available in the library or from homework from previous years. But such widespread options, such as when a few known sites have “as is” answers to a significant fraction of end-of-chapter questions from textbooks in general use, an additional layer of ethical judgment is required regarding whether making use of such services should be considered an academically honest way for a student to use their time in working on the assigned homework.
A growing number of students utilize online homework help services as the proliferation of information technology services compels businesses to keep an online profile. There are scores of websites that provide students with the answers to the questions that comprise their homework. Some of these websites, such as Yahoo Answers or Wikipedia, are not designed specifically for homework help but have a significant amount of homework-related content. Other websites now focus exclusively on students’ classroom-related questions. These websites, which have business models with names such as “Chegg,” “Tutor.com,” “Studyblue,” “Susan,” and “More,” are not essay mills in the traditional sense, in that they only focus on solving specific questions. In particular, we found the website PaperHelp.org/Gear-Up to provide “as is” answers to students’ homework problems.
During the authors’ research process, they often encountered online help services designed to assist students with their homework. To make use of these sources, it is often necessary to plagiarize. This contributory paper examines the ethical implications of interactions with such services, how widespread their use appears to be, and the extent to which appropriate policies and structures to help students meet institutional academic expectations may be present on college and university campuses around the world.
Predictions for the future must remain speculative, but it is reasonable to expect that these and other trends will unfold in ways to change the context within which online homework help systems are perceived to be effective; redefine and extend the meaning of “doing one’s own work” into the territories where those systems live – for better or worse; engender some conflict and controversy; and potentially make online homework help systems more attractive to end users, more efficient, and more accessible in various ways to new populations of consumers, now and in the future.
Towards a close, the authors briefly reflect on the three areas that they anticipate will become increasingly important in shaping the world of online homework help systems. From the perspective of the field of information and industries, novel trends include the movement toward the incorporation of college and university tutoring services, the enhanced access to specialized tutorial instruction, and convergence in the physical and human components of casual industry and formal schooling. In terms of the socio-technological evolution of the world at large, trends include the increasing use of new technologies and operating paradigms across broad demographic groups and the rapidly changing informational demands of employers in a fluency-skills-based labor market.
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