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The Impact of Online Homework Help on Student Learning
The recent growth in the availability of online homework help has resulted in renewed interest in the question of its effect on student learning. Using hourly frequency data on students’ usage of the online homework help program, in combination with exam performance data from four sections of intermediate microeconomics, we identify and estimate its impact and conclude that, although gaining access to online homework help is associated with an improvement in student learning, that “improvement” is fully accounted for by “addition” to the students’ knowledge rather than enhancement of the test scores.
The development of new learning technologies is an extremely dynamic field, as is amply witnessed by the rapid growth in the availability of online homework help over the last few years. The commercial websites like charge significant amounts of money to deliver help to students from varied disciplines when they need it. This phenomenon has revived a long-standing debate among educational researchers and practitioners about the utility and the effects of homework help. While the popular press ascribes positive effects to online homework help, most academics are dubious of its contributions to the learning process.
Using online homework help can be advantageous to the student and may become a significant new tool for learning. There are some important advantages that are available to students and parents that use these services. First, the tutors who help students with homework do not just go over the material but make sure that a student masters it. This does not occur in classroom teaching where the teachers move on to new topics even when not all students understand the current one. This is a real issue and can be the main cause why some students get poor report card grades. Second, most students work on their homework in the evening at home and are supposed to solve problems and bring them to a teacher the next day. Hence, students need to have a tutor available to help them solve these problems during evening hours at any given day of the week, except when they are on vacation.
Third, online homework help is convenient both to students and their parents because they can contact the tutor without leaving their home. In addition, today, online homework help is available for students of different ages and educational levels. It is especially useful for parents who are not very good at solving the problems themselves and end up needing help as well. The more advanced the level of the class, the more parents use the online help. This is true for two reasons: one, younger parents do not have a clear memory of what to do even if they were good at solving problems when they were in school; two, having learned new material, children can interpret the questions in a different way from the classic one and surprise even the most prepared parent.
One unfortunate consequence of recent changes in math education at the K-12 level has been the emergence of gaps between the sequences of topics students are expected to master as part of their math program and the steps most parents are able to help with at home. As a result, children from families of high socioeconomic background and children from racially privileged families may receive considerable homework help, far beyond the homework help provided by access to parents who invest time alone. Experience in other areas of pedagogy and child psychology, as well as anecdotal evidence from parents and teachers, suggests that this homework help may be a direct cause of the superiority of students from privileged family backgrounds in what are known as the ‘achievement tests’ elementary and secondary school students are periodically given.
The issues we’re interested in overlap with reasons research on literacy has made use of programs for at-risk readers, programs that have created levels of help that respectable average achievers have managed to consume. One problem in studying literacy is the need to obtain school permission for specialized treatment. Another is that those in authority may regard students as ‘students who are being left behind’ – a connotation of special need. Whether they approve or disapprove, the school ruling clique may be revising the content of reading or reading activities in a way that precludes any study of parental help as the typical homework help.
We identified five best practices to help students effectively utilize online homework help. First, students should take advantage of either the interface or the personalized features in the OHH service. Enabling the ‘guided mode’ in Whiteboard Chat involves the tutor in the conversation and allows him or her to respond accurately and help students accordingly. Second, students should have a clear idea of what they will do during the session. It is essential for students to organize the materials, ask relevant questions in advance, do some work on the questions, and attempt to make use of various interactive elements within the session to get an overall learning effect. It is necessary to reassure students and encourage them to interact with the tutor without any barriers.
Third, students should ask the tutor to explain materials until they clearly understand. Misunderstandings can occur even after the tutor has explained the concept a few times. Students should make use of various functions, such as uploading their own notes, to specify their problems. With regard to the downtime in the ‘guided mode’, instructors should focus on the reasoning process and the related skills of problem solving arising from wrong answer explanations given by the student. Lastly, consistent effort leads to improved understanding. It is important for students to decide the extent of help they require and make use of the different available functions based on what they use frequently or occasionally to increase their overall learning effect. Engaging and re-engaging repeatedly with the OHH service is essential.
Although online homework help sites will continue to grow in popularity, future sites will be able to offer more high-quality, reliable help to students and will offer help for an increasingly diverse set of student needs, questions, and abilities. Offloading some of the instructional burden through online homework help can also enable schools in their quest to provide a well-rounded educational experience that fosters critical thinking, creativity, and hands-on experience with the material. Although more work is required to understand the full impact of online homework help, it is clear that such sites will be on the rise and cater to more and more students in 2010 and beyond.
The site already offers features for students to get together for a real-time video or instant message chat over homework and has plans to utilize these features to support students getting homework help from other students. We will provide an environment with incentives for students with experience learning through the site to stay involved and reinvest that experience in the future of the site. These features are designed to not only help us continually improve the site’s effectiveness but foster a community that is diverse but connected through a number of shared experiences, inferences, and beliefs.
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