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The Impact of Online Homework Help on Student Learning
The explosive growth of the online tutoring industry and its increasingly important role in the education market prompt the following question: Should educational policies (e.g., the No Child Left Behind Act) include online tutoring-focused strategies to address profound achievement differences in math and reading across poverty and race subgroups? This is a policy issue that has received little public scrutiny. Surprisingly, very little empirical analysis is available to describe the prevalence and effectiveness of these products in the market. This paper takes a step toward addressing these questions.
The latest “school choice” strategy is to allow supplemental educational services (SES) such as online or in-school tutoring to take place after school hours. The SES provider market is blooming. Private SES providers such as Smartthinking and Yahoo! Tutors offer face-to-face, small group, and online tutoring. These private providers receive money – either from the transfer of federal funds or by direct contract. In 2003, School Districts – 325,000 Title I Participating Students – received assistance to select supplemental service providers. Under no circumstances, however, are federal funds to be used to pay for services provided by school districts.
With the increasing use of online homework for students, the need arose to investigate the impact of such homework help services on student learning. The growing interest in online learning, particularly among students, makes these services a potential tool for enhancing homework processes. The potential of homework to enhance student learning and academic achievement explains the high priority placed by educators on its use. Generally, homework is used for practice, preparation, homework fulfillment, extension, and integration. The development and use of online homework help is understood to elevate homework levels from rehearsal, preparation, and homework meeting to homework monitoring and development. According to a study we conducted with students from four universities, and according to the opinions of the situated community, these facilities indeed help and increase learning.
Online homework help works best when it is delivered as part of a family’s schedule and routine, if there is a structure in place. Because many families or students do not request help until there is a crisis, often times the window of time to deliver the kind of help necessary is narrow. This lack of routine also prevents tutors from being able to effectively monitor whether students are consistently and successfully completing homework assignments and tests. The structure and discipline that is in place for a student in a more formal learning environment, such as a private school setting, will generally help the student to be more successful than without this structure in place.
Another area for improvement is the geographical constraints of serving the students. With the rise of the internet and increased access to free tutorial software, adult learners such as high school drop-outs and adult students seeking to lessen their remediation requirements are starting to crowd the tutorial centers. While many adults doing remediation also have small children, an adult setting is generally not suitable for elementary, middle school, or high school students. The ideal setting for most young students is one in which they are away from home in a professional learning environment, outside their household distractions. Therefore, agencies that work to improve the life skills and performance of the adult learners population may also work to alleviate our challenges of meeting only a portion of the demand for free tutoring.
In this section, we present our findings on the coaching and tutoring strategies that teachers, mentors, and tutors used to provide students with effective assistance through the online homework help services. We also offer our insights about best practice modes, methods, and strategies for providing effective student learning assistance in an online environment. We hope that educators will use these insights to help their students become more adept learners in the future.
In this chapter, we have summarized research conducted at universities, at commercial educational companies, and by organizations that serve young people in community education programs and public libraries. We share with you what we have learned from case studies and best practices and from speaking with educators, students, parents, and international researchers. In this chapter, we seek to present a comprehensive list of the coaching and tutoring strategies that we believe are most effective. Drawing on the powerful modes of interaction possible in online and hybrid environments and the technology-enhanced tools and resources that can be used, we suggest educational methods that complement traditional face-to-face homework help formats but that also offer distinctly different advantages. However, as a note of caution, we also encourage educators to consider the social limitations and inherent risks of online interaction.
The growing research base on online homework help suggests several promising future trends in the expansion and improvement of such services. Here, we provide a guideline for the future development of online homework help systems. Future trends in the expansion of online homework help include the integration of more tutoring of college students and adults. Research should explore the effects of online homework help, in equal proportion, on a diverse group of subjects and students. Since it appears that rating systems do affect tutor quality, research should continue to investigate rating systems for effectiveness and considerations for their design.
There should be further inquiry into the optimal features of an online homework help website and analysis of the precise dimensions of online help critical to student improvement. Additionally, further study should be conducted on the most effective hours of availability for the service and the trade-offs that tutors feel between the time periods they work and the earnings opportunities. Moreover, potential mechanisms through which rating systems may lead to higher quality tutoring should be explored. For example, would tutors’ ratings improve if they were more heavily weighted, less heavily weighted, or even absent altogether?
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