our email homework help service
The Impact of Email Homework Help Services on Student Learning
Since 1996, a small number of large companies have created an internet market for student tutoring and homework help in select subjects for students in grades K-12. These services have the potential to change how children learn, how schools use after-school time, and what students learn in schools. Initial reports from the parent companies and the media claim a significant need by the public. Some of the early homework-tutoring service companies include Juno and Princeton Review. Email homework help companies, such as T.H.E. Journal, claim to help students from elementary through high school. Inter@ctiveNet plans to start in May 1997 for grades 4-12.
According to T.H.E. Journal, more than seventeen million students in the United States regularly use the internet as part of their education. For these students who use the internet at home or at school, the email homework help companies offer a potential service to reduce their homework anxiety, increase their knowledge, and give the same type of tutorial assistance received by the estimated one third to one-half of students who elect tutoring. How do students and parents view email homework help companies? Do they see these services as cheating opportunities? What kind of market is there for the internet and homework market? Which students are using the small number of programs that are now active?
Our particular brand of computer-mediated tutoring has its unique strengths and weaknesses relative to tutoring taking place at the same time the student is working on an assignment. “One advantage of email homework help is that tutors who cannot be available when students need help can respond to students promptly when they can be available” (Harder & Seppanen, 1997). However, “unlike face-to-face tutoring, with email tutored students work alone and feel isolated. The tutor has no physical interaction with the students, which can be both emotionally isolating and difficult for the tutor, who cannot effectively ‘read’ students’ needs. The tutor’s comments and questioning can be misunderstood or misinterpreted without the benefit of the students’ nonverbal signals” (Harder & Seppanen, 1997). Relevant to these differences between computer and person-mediated tutoring is the question “Is it harder or easier to ask for help over the Internet?” that Alessio raises in her note relating her hypothesis that students asking for homework help via email “are not only more aware of the written word but they also have the opportunity to better explain their questions.”
As different universities have different criteria, policies, goals, and programs, it is important for each university to adopt an academic plan in accordance with its own missions and its strategic and financial situations. Student learning outcome has always been an important issue in higher education. Today’s students are always busy with their work, and most students are part-time students. They have to divide their time to take care of their families, carry out their work tasks, and study at school. That is why the time for student learning and studying has turned out to be a shortage for part-time students. In the Web era, the Web has played a significant role in improving student learning and studying. The asynchronous Web technology enables higher education institutions to offer email homework help services. As these email homework help services could assist students in performing their individual learning plan, the authors felt inspired to extend the study to explore the impact of these email homework help services on student performance in traditional courses.
As more students come to rely on email homework help services, writing center, homework assistance, and other academic support professionals can implement successful strategies to facilitate student learning. Two key drivers to student success are frequency of contact and quality of feedback. The more students request homework help for a given assignment, and the more they utilize email homework help services for a given assignment, can generate data for identifying common points on which students request help; identifying opportunities for better explaining and supporting key assignment components before, during, and after the assignment development process. If writing center, homework assistance, or other academic support personnel can assist students in understanding what they are confused about or helping them learn the skill or content to satisfy the requirements of the assignment, then those students can continue the learning process directed from the feedback and other tutoring or coaching on the approach – and not what the teacher or professor is evaluating as the encapsulated final assignment.
Strategically positioned reminder emails can help writing center professionals to help students learn that learning and point-of-use academic support is not instantaneous. Additionally, figuratively describing to students what an email homework help session looks like for writing center personnel in terms of handling a range of assignment parts or problems can help students better understand what the writing center can do for them. Alternatives to providing direct answers or having an email back-and-forth can help direct student learning and develop a support network they can return to when they are required to display comprehension and ability for a future assignment. By understanding the limitations and capabilities of both systems, students can gain an appreciation of the blended approach the writing center utilizes when helping with all the different types of homework they receive. Finally, email assistance and writing center or homework assistance session records, holding a similar amount of student data on student questions and concerns that universities and colleges maintain in their records, are an incredibly rich source of information.
The future for email homework help services looks bright as an education tool. As educators and service providers gain more experience in this area, homework help services are sure to become more widely accepted as a method of providing educational support to distance learners and all learners. Services may evolve to target specific user groups such as students, peer volunteers or teachers. Developments in technology may enhance the level of instructional support offered by volunteer-based services. New resources for using email for educational purposes in primary and secondary education contexts are being created, such as the BuddySchool website; similar projects may further create new forms of instruction and support for email users.
Several research studies have been initiated to identify current conditions and effective elements of the homework help environment. These large-scale studies should soon provide a more detailed portrait of homework help services, while eventually allowing educators to evaluate the real educational impact of electronic homework help. Preliminary results from these studies will enhance understanding of the social and perceived learning value of email services, enriching and extending this research. The questions addressed in this review will continue to gain relevance and provide insight to educators and service providers in search of effective and efficient strategies for teaching in an email environment.
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