the physics online homework help
Enhancing Physics Learning: A Comprehensive Guide to Online Homework Help
More than 90% of students surveyed used the online site’s interactive prelecture tutorials. 5% of students used online homework assistance from other websites, including physicsclassroom.com (among other physics resources). The Cannon-Yi educational website received attention from 1/8th students every third day, 1/4th students every 4-7 days, and a third of students used the Cannon-Yi website once a month for homework help. Additional mathematics sites for educational purposes were used by 10% of students once a month or more. Lastly, none of the surveyed students subscribed to the website’s educational podcasts nor did any of the students submit any kind of feedback report from those websites although communication with the help providers is emphasized by many resources.
One of the worst adversities that may come in your way of getting a good grade in physics is understanding the concepts. Multiple sources are available other than the teacher and textbooks nowadays, the internet being one of the greatest and strongest of them. The physics homework ideas and help available on the internet are astonishing. Due to “free” access, speed, and degree of coverage, the internet has seen widespread acceptance. Thousands of physics resources are available on the internet. They consist of physics research material, data, and formulas that may not be easily accessed. Accessing available internet physics homework help may be hard, however. Even though the internet provides many resources, many students find it difficult to comprehend all of the knowledge that is available out there. To date, no study or report on the usage and effects of internet-based physics homework help has been published. Thus, the use and effect of internet-based physics homework help is the purpose of this study. Furthermore, two similar research questions are posed in this study: A) How do students use homework help? B) Do physics students’ use of homework aid impact their test performance and their final physics grade? It is predicted that usage studies will disclose that internet-based physics homework aid is most commonly employed in the examples. The estimate has been made based on several class surveys conducted involving seven different institutions involving approximately 9,000 students from fall 2007 to summer 2010. In these surveys, students were required to answer the question of internet use for physics homework help.
We often perceive that the students who sign up for online homework help will be more successful in the course. We base this belief on our interactions with these students and the fact that those companies report the inclusion criteria as being their previous performance in physics. However, the reality might suggest otherwise. This is consistent with the most common complaint students have about online homework help programs. They explain that the information sometimes given or listed by these programs was wrong, possibly leading them astray. Physically meaningful answers can be ignored in favor of expected responses. Additionally, many students seem to lack the technological skill set to get the most out of these programs. For example, an inability to sketch long functions leads to data loss in some online homework help programs. Chalk and chalk dust, systems that use dynamic simulations to help answer homework, could also encounter pages that take too long to load. Also, some websites have technical requirements that are not realistic (e.g. specific browser types, operating systems, or connection speeds). And finally, some of these programs are simple: homework is more complicated – we also have to assess initial conditions, address unknowns, use reasoning, and so forth. Offer to be as helpful as possible – don’t say, “I told you so!” and encourage the use of other resources over time by students using them more when they are more anxious. Determine if the practice pays off academically if the students were to drop using these services. Test the assumption that students are more likely to be successful in their courses at the end of the session.
At this point, students using online homework help have made some decisions about their freshman physics course, but they (and their families) will ultimately decide if they want to purchase the services. This is a good time to discuss with them the benefits and challenges that these services can offer. First, while online homework help is intended to help students learn physics, students sometimes perceive it as simply a means to an end: the students using these programs are primarily motivated by grades. Online homework help also describes the potential benefits of such programs. For instance, personalized, student-centered learning can counter the average advice and instruction fallacy. Immediate feedback offers a quicker learning cycle compared to simply getting a grade back. The potential for allowing “help” to spill over into other aspects of the learning environment can be satisfying for the user. Motivationally, online homework help can lead to increased persistence and engagement.
Another important part of making the most of online homework systems involves student interaction. When using a new program, it is important that a student be familiar with the extensive help files that are typically available on these systems. By searching around the screen and pushing a few buttons, this resource is easily found. Some online homework programs are better than others in the way they score online homework. In most lossless situations, there should be little to no difference, but this may not always be the case. Most of the full-interactive programs only remove the choices that the students have already answered correctly. Even though high school is still an excellent ground for students who use rote memorization, it is the role of a good teacher to move students to the higher goal of learning application of theoretical principles beyond the fact. A good student will be one step ahead and instruct the other potential “good foresight” users to prepare properly to use the resources available in the online homework system. A healthy dose of skepticism goes a long way. Even though many of the modules teach the students to use the electric field to solve for the forces or to find the charges, a critical thinking class will question the mass and charge of the system and a wise-thinking class will check the assumptions. If a website gives the students an answer of 3 N for the force, a good student will question if the mistake is in the mathematics and assumptions or in the way the computer is programmed. A wise student will look at the answer and remember that doesn’t look right for these numbers. This is all an aspect of student learning and instructor approach to the online system that needs to be re-looked.
Effective strategies for learning strongly depend on the system and approach to which one’s learning is taking place. When considering an online homework system, students need to be trained in many of the same strategies that are used when doing assignments on paper. For example, time management should remain the same whether one is going to a tutor for assistance or working outside of the class. Before a student can access an online homework system, they are usually given many resources that they can use. When working on written assignments, students should be expected to use the textbook, notes from class, work from other students, and the resources from general education requirements that are relevant. Online tools should be handled the same way. Before a student attempts to do any of the learning modules or master any of the problems on the online system, a teacher should expect that the students are familiar with how to navigate the online program.
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Ming Huang is a co-founder and the director of Academic Programs for TutorMe Board. Reading Science as an associate dean and professor at Virginia Tech led him to dream with his wife of setting up an online program to help students of all levels succeed in their studies. Raised in Taiwan, he learned English at an early age and became the first person in his family to attend college. But over the last 20 years as a professor and through the free services provided by Physics Classroom and reading student emails, he realized that language and reading comprehension are the biggest obstacles to student success at all levels. These issues tend to be more pronounced at large land-grant public institutions such as Virginia Tech than at other higher-education institutions and are often not amenable to ready solutions in the short run.
Success Stories
“I came to UT to obtain a degree in physics education, meaning I currently purely want to teach physics. I’ve been tutoring students for a while, mostly new freshmen, but also working with students who want to go to the state competition for mathematics. Back in high school, I never really liked physics until I had taken my first physics class and learned the great possibilities of teaching it to others. I like seeing students grow, become more comfortable with others, while being in my classroom. I strongly believe once the intimidation is relieved from your mind, more possibilities can be created.”
Julia, better known as Physicsgirl, needed a tutor! She found the online Homework Hangout, as well as the database of previously answered problems from other high school students in the USA. In a 30-hour online tutoring session, working with 10th and 11th-grade students in the US in 2005, Julia saw a sustained increase in overall student scores. She also noticed that both male and female students seemed to gain confidence in showcasing their understanding of problems and solutions in the chat room or Skype environment. Having been a very shy student herself in high school, she was able to relate to students with the same challenges. Here’s a direct quote from her about her experiences and inspirations as a physics tutor and aspiring educator:
Case Study 1: Meet Physicsgirl – Thirty Hours of Tutoring Helps to Increase Student’s Confidence
Case Studies
As online help continues to be developed and becomes more sophisticated, students are expected to find more assistance available. More instructional systems are expected to continue to do a better job of matching student needs and expectations. In addition, future systems will specifically evaluate the effectiveness of the help provided, possibly to give students either a better quality or more accurate approximation of how well they are likely to perform in the actual course. New educational processes such as ‘adaptive caching’ which takes into account a student’s future knowledge and further reduces the amount of information they need to process at any one time will require a large-scale database of student knowledge and a model of student cognition based partially on such a database. There were more mentors and guided group work systems that incorporate similar functions. Such future systems would move educational research closer to its goal of understanding and enhancing the learning process.
– The field of natural language understanding has progressed significantly in recent years, and it is possible to inject some of this technology into the engines of providers of online homework assistance. Systems might be developed that not only use keywords to guide students to specific content from the learning resources but also semantically understand which resources are most applicable to the position the student is in, knowledge-wise, and guide the student appropriately. – Online homework systems will keep up with pedagogical research, either directly or indirectly. Certainly, the feedback advances will be incorporated into newly developed online homework help systems. – It is possible that the rise of the World Wide Web will continue to change the availability of online homework help resources. More creative and less structured resources—such as those that are not just answering questions but providing student help in ‘educational games’ or having students explore real physics problems in interactive virtual reality environments—may emerge as new instructional resources that address some of the limitations of current online physics homework help tools. These would not be contained within any one course nor on any one topic, however, and might hence be harder to find by students who need them. Future researchers in the field of online instructional systems may also pay increasing attention to the design of the student interfaces. New IR educational systems provide alternative ‘evidence views’ to the student when the IR system has conflicting information in its knowledge base. There may be more potential use of these kinds of interfaces in the future, which could then be tailored to address specific student misconceptions. The introduction of multimedia symbols will also make the online help more effective.
Online homework systems are likely to embrace innovations both in the learning content delivery and in the learning support provided to students. There are a number of possibilities for future research and development in the field of online homework assistance in physics.
Future Trends
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