the economics online homework help
The Impact of Online Homework Help on Economics Education
In order to explore, I implemented a study that investigates the effect of such homework help on student test performance to see if online economic homework help helps students score higher on multiple-choice tests even after a student takes into account investment as measured by the time spent working on the assignment. In addition, I explore the hypothesis that students place less value on homework because of the availability of help in an effort to better understand student behavior with the advent of individual-specific online homework help in economics. To do this, I collected data from twenty classes and over 500 students who have taken at least two sectional (multiple-choice) exams at a SLAC located in the Southwestern United States during three years (2014-2017). The classes sampled during this time encompass a variety of economic courses that included differing mixtures of in-person and online assignment delivery, and were taught by a variety of faculty, both full-time and part-time. The ability to survey varying ideological frameworks represented within the data hopefully allows me to explore the number of differing possible pedagogical techniques employed in order to utilize homework in the most effective way.
The increased popularity of online homework help has significantly changed the teaching of college and university economic courses. The increased availability of such homework help has led to a rise in academic work on its success in helping students learn. Although the debate continues, there is some evidence indicating that online homework help improves students’ academic performance in economics. Based on my own experiences as a student, I propose that it is possible that the advent of online homework help has changed how students and faculty interact within the learning environment. However, there is as of yet little within the academic literature discussing potential changes in student study habits, satisfaction, or faculty teaching behavior due to this change.
In the study of Madany, Hsieh, and Wu (2015), they used the Telecommunications Virtual Library (TVL) system and Online Google documents to allow econometrics students to engage dynamically with some assignments using team competition strategies. The assignment approach emphasized access problems related to high order thinking through abstract concepts and formulas for interpretation. No evidence was found in analyzing responses that no increase in understanding by students took place. This was the first empirical use of online homework help that utilized the process of student teamwork instead of individually assigned roles. The greatest benefit to an educator is how the use of such materials is to create more efficient assessments without a great sacrifice of time to grade written work. Graded feedback is generally also generated instantly for the student. Each of the above studies with positive effects places a major importance on student engagement, as the city college is a two-year college.
There are countless teaching and learning assignments as part of any economics course. Problem sets are completed by students in expectation of high levels of performance in the classroom. The use of online homework help can engage students in studying economics course content but also allow educators to immediately assess student understanding. Prior research provides evidence of positive student performance because of their engagement in online homework help. Studies have pointed to other student bodies where online homework help had no effect because these students were inherently high-performers. Teaching economics with an online approach is a strong indicator that the educator must embrace the use of technological advances in conjunction with examples taken from real-life situations.
In addition to these issues, educators must also worry about potential cost overruns associated with adopting the technology. Many educators worry that ongoing maintenance and updating of electronic homework files will greatly contribute to the ever-rising costs associated with technology in higher education. One final practical problem associated with the use of a homework help service is that it requires students to ask for help. There is empirical evidence in the lower-level economics and other discipline classrooms showing that there is a considerable reluctance among students to come forward and ask for help. Even in large classrooms, many students are loathed to ask faculty, or even their teaching assistants, for assistance. Students in remote or online classrooms may represent a particularly vocal group in arguing that online homework help systems simply do not meet the needs of the atypical soccer mom who must take her economics and other coursework via the internet because of her work or family schedule.
Despite a growing body of empirical evidence suggesting that technology-assisted homework in economics education can have a significant positive impact on student exam performance, there are many potential limitations and challenges associated with the use of online homework help. One potential problem of using a technology-assisted homework system is that it requires students to have regular access to a computer and the internet. It is the case, however, in today’s educational setting that access to the necessary technology is the norm rather than the exception. Another problem that could make these systems less than optimal for supplementing the learning of certain students in the principles of economics classroom is that some students do not like using computers or simply lack the computer skills necessary to use these systems effectively. Indeed, many users as well as critics of instructional technology have argued that the technology has been overvaunted in the educational setting. Another potential problem with using an online system to provide homework help is that the student who uses these systems may no longer view his or her homework as a useful and meaningful learning aid. For some students, it is always tempting to rely on mile-a-minute textbook study guides, as doing so minimizes the amount of tedious and mentally-fatiguing problem solving that they must perform. Many faculty members will also have a practical argument against using online homework help that is not covered in this issue – the potential for cheating.
Another unexplored area is a discussion of best practices and what to do when the relevant technologies are not available. Despite the plethora of technology systems to choose from, some universities may not have any consistent, user-friendly online homework help system, thus making private chat, phone calls, and most likely email communications the main systems available for the economics e-tutor and student 24 as we explain in the next section. Finally, discussion of how to cap the amount of time an e-tutor is dedicating to an individual student is an overlooked area. All of the existing literature neglects to mention such issues.
Guidelines on best practices are lacking for both graduate students and faculty on how to work most effectively with their teachers and professors via online homework help systems. We are familiar with some literature that discusses how to use different online homework help systems in the context of the tools available. However, existing survey literature does not address online homework help, instead focusing on how to use different tools in the classroom. As educators try to remain connected with distant clientele (the online student population) or keep up with consumer demand for technological options such as tutoring via the computer, a best practices document would fill a much-needed void.
To this effect, future trends and innovations might expand the set of available curricular offerings or back-end resources from which students could draw. For example, programs of online homework help, or OHHs, could see them having an econometric analysis package integrated into the program, with the program supplying online instructional modules in basic, intermediate, and advanced undergraduate and graduate econometrics classes. Additionally, OHHs could offer a limited suite of machine learning exercises as part of a non-econometric honors track. In both cases, a student’s OHH detention is conditional on their instructor’s choice of textbook, which would affect the online portal interface, including and electing options for econometric and machine learning software programming use.
Future trends and innovations in technology stand to affect the speed, trajectory, and nature of work and employment in ways still largely unknown. What is known, however, is that technological change and the skill demands it generates are continuous, such that the significance of technological change cannot be overstated for economic educators tasked with training the next generation of workers and employees. As a learning tool, the educational potential of online homework help stands to positively affect the skill acquisition of students interested in economics and employment, especially those planning on attending graduate school. Furthermore, by familiarizing students with new and developing economic software along the way, online homework help supplements the traditional economics curriculum and replaces older existing methods. As such, instructors of economics may find themselves increasingly turning to this online program within their teaching.
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