our computer science online homework help
Enhancing Student Learning in Computer Science Through Online Homework Help
Many students, especially those enrolled in computer science (CS) courses, are successfully learning from online resources that complement the face-to-face educational activities in either high schools or colleges, which is also referred to as the blended learning mode. However, the following questions remain: Are all CS learners equally benefited from those available online resources? What are some current strategies used primarily at colleges to provide additional academic help to their students? How are those students who are not offered additional academic help affected? Can such students also be academically benefited from the use of free online homework help platforms, similar to the one used for this research study? To characterize how academically underprepared students alongside better academically prepared students perform in an introductory Java programming course, this study splits the class into two distinct learner profiles then conducts a series of statistical tests to examine differences across class performance as well as to explore how educationally intervention acts vary across those profiles.
The participants of this study are 187 students enrolled in an introductory Java programming course. The two built-up learner profiles are undergraduate major change students, also known as switchers, mostly from a nearby technical college and incoming traditional college students. This study intends to address the issue of readiness among all CS learners, particularly those who have little means beyond using available online homework help resources by providing free academic help for those academically struggling CS students. The major findings from this research study would provide conversation starters for those among the college administrators and faculty who may have already been aware of some possible benefits of allowing all academically ill-prepared community college students free access to known restrict online homework help resources.
The effectiveness of homework help has been known and accepted for many years. However, a less-established form of homework help has emerged in the last few years with the rise of the Internet. Some websites have started to provide online homework help targeting high school and college students in various science and business courses. The Computer Science website (CSWeb) is one such example, offering homework help for students in a computer science course. This paper presents findings of a case study conducted to empirically investigate the effectiveness of online homework help for computer science students. Our results suggest that computer science students can benefit from this approach and generate interesting ideas for future systems.
College professors have always known that students who collaborate with their peers not only perform better on homework assignments, but also enhance their understanding of the subject matter. This is such common knowledge that some professors even build it into their grading policy. “Homework helping-hall” is often the most popular room in college dormitories for specific courses, because students know they can get help there from other students who have been through the class. Recently, what was once a more informal way of getting homework help from classmates has been formalized and transported to the Internet. Websites such as the one run by Computer Science Web (CSWeb) target high school and college students in science and business courses. Based on the premise that studying with others produces the best results, these websites have been attracting many students.
In general, online office hours for homework help are not as effective as traditional face-to-face office hours, and much of the reason is a lack of trust. For example, students are less likely to ask questions in an environment where no one else seems to be asking questions. In a remote environment, students cannot see how other students are using office hour time or how the time of other students is received and valued by their peers. The inability to observe how peers experience and use a resource emphasizes the need for additional mechanisms to engender trust. Text-based chat logs of both students and the instructor or TAs (whether instant messaging or threaded discussion) provide one mechanism to engender trust. Students and instructors can observe the usage and value given to the discussions of others even if they are not present at the same time, and realize that they have not been singled out for questions, needing help, error, ignorance, or worse.
Today’s generation of students often prefers process visualization and control tools over communicative tools, especially when the non-verbal aspects of peer-to-peer and student-to-instructor interaction are still present. For example, an environment which provides for student and instructor annotation and comment to shared code can facilitate give-and-take during office hours even after the office hour’s time has passed. Production e-mail can sometimes seem too formal and too delayed for the brief questions typically asked during office hours. Web-based visual collaboration tools like EtherPad, Rizzoma, and SubEthaEdit surfact the “office” discussion, providing intrinsically conversational spaces for peer-to-peer and student-to-instructor interaction. Consider using these sorts of tools to present a problem or request to your office hour context, in advance of office hours.
Swart has studied the benefits of the Open University’s online system for first-level computer science tutoring over a period of two years. While he found no measurable change in the pass rate, he was satisfied that students were generally happier and stressed that the marking process had become fairer to all since online tutors are working from a consistent standard and that tutors had become better at replying to tutorial letters in a helpful way. Student opinion in the general Open University forum also tended to be positive. Those who are happy with the work required are much more likely to give the course a good review. If a perception develops that the course does not involve enough sympathetic tuition, interest in the subject may be adversely affected.
Siviter has conducted an interesting example of student reaction to the use of a materials and software engineering system. He made provision for helping groups by means of discussion forums, staff-student mail and telephone conferences where required. In general, he found that a sense of community developed amongst his students. Many felt that staff contact was enhanced by the formal system and were surprised just how much work they were able to get through. They quickly picked up the problem, action, solution concept. Those that used the scratch-pad scribble facility found this particularly useful. Just one section of his class rapidly established a reputation as “the C++ people”. What he saw as a loss of diversity was not seen as a problem by his students, who offered very positive feedback about all these provisions.
In the next five years, we can expect to see continued growth in the use and sophistication of homework help systems in computer science, with continued heavy use by students. Instructors and students will have available to them a much larger number of homework sets and types than just off-the-shelf answers and solutions. The interaction paradigm, with more use of automatically generated questions, answer gathering, creation of unique problems tailored to individual students, and assessments, will become more important. It is likely that in the future there will be increased growth in use of intelligent tutoring systems and agent systems generally. There will be increased co-development by authors, instructors and other faculty, and by students, of the knowledge representations used in these systems. Finally, with increased use will come increased attention to issues of security, privacy, cheating, and psychological and emotional distress, all of which will need to be addressed.
What threats are there to students who use these systems? In CS, students at risk of the negative consequences are those who answer questions incorrectly, students whose time is taken too much from structured activities, students who become dependent on feedback and are unable to program without it, and students who use others’ work. Worse, they might become so accustomed to using these systems that they expect students in the future to know about them and be able to use them.
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