live online homework help
Enhancing Student Learning Through Live Online Homework Help
The report will be relevant to government policymakers and administrators, teachers and managers of public and private training institutions, providers of technical and vocational education and training. It also offers ideas for future clients of the Center for Theory-Based Programme Development and Evaluation. Topics of specific and general interest for clients of the CHERE Research Centre are mentioned. This document did not involve any authors who contributed more than 30% of their involvement to the activities of commercial or external consultancies or projects. The centre’s staff has undertaken such activities in economics, sociology, and other disciplines.
This report is about developing and trialling a service called Live Online Homework Help. This service provides anyone with internet access to study help free of charge from qualified New Zealand teachers, by ‘chatting’ to them in real-time. The report looks at whether online homework help does enhance student learning, and if it does, how it does, and importantly, whether the more we use it, the more students will prefer to use it. It presents how the online tutoring system works and when it will be available to students. It also presents the work plan for the development of the online tutoring service and outlines what is being observed and monitored so that the impact of the service can be assessed.
Why live online homework help will enhance student learning
Some studies have directly compared the use of live online homework help services with a control group of students not using the services. North Carolina school system 3rd- and 4th-graders receiving homework help from college students do better on end-of-the-year math tests than the other kids. University of Maryland as well as elementary and middle schools across North Carolina and in the Caribbean using a project that lets kids use the help of young and old professionals do better on end-of-the-year tests. One hour of homework help a week could boost test scores up to 6 percent. Students who use the services show improvement in their grades as well as increased levels of self-confidence in their studies. Students are able to get feedback and additional instruction in a format they are comfortable in and familiar with.
There are several reasons to provide live online homework help services to students. Recent studies continue to echo the reason behind the strong growth of live online homework help over the past few years. It is estimated that due to educational changes arising from the No Child Left Behind policy that many are experiencing now, that demand for live online homework help will continue to increase over the next several years. Given the ubiquitous nature of online chat in both education and life in general, it seems as if live online learning will only continue to grow in popularity.
Connections to Out-of-School Time Opportunities Parental Involvement Mentor Daily Notebook Soft Skills Gained Implementing Individualized Programs Scaling Services Intervention and Prevention Services Test Preparation
– Utilizing live online homework help as an ongoing part of homework support that students can use up to three times a week…not just…in preparation for exams. – Advocating for the use of live online homework help throughout the school year especially with frequent use (at least nine or more sessions). – Local Live Online Homework Help Literacy Services performed the most live online homework help sessions with students in math reaching 4,749 sessions from 212 different events. This type of high volume of counseling efforts with local library partners might yield positive student outcomes.
Strategies for Mentors Daisy mentor training programs: “What works, as well as what doesn’t, when your role is to go over students’ homework” and the three-year retention analysis of tutor-mentor relationships show that K-12 students achieve significant academic gains from assignment mentoring. “Data from a 2011-2018 analysis of 9,000 after-school tutoring sessions with thousands of students shows that affinity groups utilizing local live online homework help have high and sustained usage compared to unaffiliated students. Session requests from these groups’ advisors consistently rank in the top five of all affiliated schools. Programs affiliated with local live online homework help sessions show strong, sustained engagement by live online homework help students in subject areas and features” (Authors). Best Practices from the research are as follows:
Best Practices for Utilizing Live Online Homework Help
1. Ascertain that students’ concerns are appropriate for live homework help. 2. Search for similar problems in the Brainfuse Skills Library. Tutors indicate students should use a specific principle outlined in a Brainfuse Skills review when they reference a relevant skill or concept. For example, “This problem would be easier if we knew the distributive property like we learn in the Brainfuse Skills lesson ___ (question 4).” The lessons have associated skill numbers. This notation ensures that tutors can retrieve a relevant Skills Library concept if they refer it to students. 3. Note any conventions, symbols, or formats that differ from the student’s homework problem. In the tutoring form, at the end of the content tutoring, notate under the field Follow Up about this Session if a problem or study question answers questions might benefit from more elaboration from the homework help expert. 4. Formally and briefly instruct the student that, given the time and effort they have dedicated to mastering the skills they need to solve the problem, the live online homework help expert is the next best strategic option for completing their schoolwork and ensuring that they are prepared for future class discussions and exam preparation.
Before referring students to live online homework help, tutors perform the following steps:
Tutoring Coordination
One potential solution is to incorporate their specific struggle in their online experience. A difficulty tracking system could make note of when a student spends a significant time on a question and then asks for a break, only to never return. A system based on web-based help to more effectively monitor the overall process of using the service as well as implementing preliminary assessments and follow-up surveys to better direct supplementary offerings. With just 43% of online courses reported, 41% of courses holding discussions allow them outside of the class, and only 42% of online instructors have plans or are seeking information to ensure that accommodations are appropriate. There are few situations that students are in which we cannot work with them directly, or via Scooby-Doo and so a full integration between university help services can be provided.
The hardest part about the transition to and implementation of live online homework help, like in many academic outreach efforts, is finding a way to sustain student engagement. Providing correct solutions to assigned problems does not engage a student at the right level. Programs that have opened themselves up to this merely find themselves with more requests to do other people’s homework. The online service also has to have someone dedicated to promoting and monitoring its use, as well as materials being updated, and various statistics and evaluations on the programs testimonials and external references provided to external organizations. Based on Texas A&M’s experiences, the differences between success and anonymity in live online homework help program implementation are more institutional and individual as opposed to financial. Program Directors need to stress the importance of reaching the targeted population and using the service to their various tutors.
Refining the research instruments to improve the quality of data focus group data especially anti-mirroring will be crucial to this success. The number of students participating in LOLHistory will gradually decrease as students change from testing the system to being reliant on it. We can sustain and develop LOLHistory by seeking to expand its active user base. Additional promotion of LOLHistory among schools will be valuable. Ideally, a comparison of the effectiveness of the different facilities that LOLHistory has offered over time would be useful. However, faculty and budget constraints make it difficult to create two similar groups of students where the only difference in their contexts is the availability of LOLHistory.
Future Research Directions
Two key themes have been identified in analyzing users’ reflections on live online homework help. First, that help from another person can be available 24/7 from anywhere. Most students indicated a preference for face-to-face tutoring. However, they also demonstrated an improved ability to get themselves unstuck over time when using LOLHistory. The common confirmation when discussing affordances for learning of LOLHistory was increased motivation. In summary, a more interactive chat facility which shows who is online and so can be used to seek help from others is needed. Future plans for LOLHistory include adding a more interactive chat facility to the website. This could be used to facilitate peer discussion of Hartismere students’ answers to homework exercises. The chat facility will show when someone is connected and will display their answers to the homework exercises completed so far for that week’s topic. At the end of a lesson we will use the chat facility to discuss possible essay questions linked to that week’s topic.
Conclusion
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