the free online homework help
The Impact and Efficacy of Free Online Homework Help Services
With respect to the impact of using free online homework help services on students’ homework completion and scores, both the public and the academic press have been relatively silent. The only exception that we are aware of is a pair of reports by Repnikova, Khooshabeh, and Walter (2007). Panel A of each report examines the effects of online homework help services (i.e. Ask Dr. Math and The Math Forum) on students’ homework completion, which the authors regard as a measure of potential use by students. However, there is no evidence on how the usage of free online homework help services affects the level of learning or the performance itself of the students using them; a similar argument implicitly applies to tutorial learning that might arise as a result of help seeking. Thus, the primary focus of this report is on works that directly estimate the effect of using formal free online homework help services on academic achievements generally and mathematical achievement in particular.
Homework help services are primarily aimed at providing learning aids for students with neither strong family backup nor ready access to tutors. Defining what help is provided, its mode of delivery (face-to-face vs. online), and the resources put to work by either pay-based services or the existing literature available on the web adheres to a kind of category signifying their usage/purpose. In contrast, free online homework help services, geared towards answering specific (mathematics) questions or assisting in learning for a broad audience, use free, open-source educational content pulled from the Internet. Resultantly, reviewing their efficacy amounts to testifying whether making available these materials under the umbrella of a free online homework help service makes measurable differences in academic attainments or not. To our best knowledge, no study has been documented in literature that might fulfill such an aspiration.
Moreover, such programs may face other barriers, including difficulty obtaining extensive advertising or outreach to students who lack internet access, time spent on chat that does not involve substantive discussion of academic goals, and technological barriers to participation in tutoring. In terms of influence, online chat can be used for tasks that do not involve the substantive discussion of academic content. Statistical reporting and analysis are also crucial. The term “d-law” could have null statistical influence or could have negative statistical influence. One example of this happening has been addressed in the campaign’s first impact. Research regarding the efficacy of free online homework help has indicated that most students and their parents are very satisfied with free online homework help services and report improvements to students’ homework and completion of specific assignments. Overall, it is beneficial for educators and policymakers to understand the benefits and obstacles associated with using free homework help.
Free online homework help services have the potential to increase the likelihood of academic success for students who require additional support outside the classroom. For instance, free online homework help services could increase students’ passage rates in classes, final examination scores, and other educational outcomes. Additionally, students in need of homework help can access these services from home, a library, or another convenient common location. Free homework help, in particular, is a promising intervention designed to help address achievement gaps for low-income and homeless students. Conversely, free online homework help services may have limited efficacy in helping students in certain groups or situations, such as middle and high-achieving students, or students whose coursework does not align with that of the live tutors of free homework help services.
If the user knows exactly what their questions are, it may be less important that a FOHHS respond to requests for information. Alternatively, many of the students in our study prefer working with people, e.g., teachers, than learning from a Web page. What in fact works for students and why? While many research questions go unanswered, we may investigate in the preceding instances what leads to “success” or “failure” – i.e., what factors account for certain outcomes.
Accessibility for potential users is perhaps the single most salient feature distinguishing one FOHHS from another. If people are able to use a FOHHS, the impact is clearly affected, one way or another. Quality of FOHHS impacts learning; in a related vein, the objective or purview of FOHHS also makes a difference for whom and how educational help may be provided. Little is known about how FOHHS users, particularly younger users, utilize FOHHS, when they use them, or how they learn from what is provided. Is engagement essential? Previous research provided only anecdotal information: students in our focus groups and individual interviews reported using FOHHS only as a last resort when they were truly stuck – and few had received or taken advantage of any teacher or librarial exhortations. Is it necessary that FOHHS be responsive to questions? And if so, how responsive?
There are at least six main issues that need to be addressed by students if they want to extract maximum benefits. This guide will walk you through these mental preparations; strategies for maximizing your contribution to discussions and thereby optimizing the chances of getting high-quality feedback; ways to pick and choose the right discussion segments for posting your questions; and general strategies for using one-to-one sessions optimally. Similarly, in this module we provide a brief guide for users indicating why they are not getting any response to their questions. We also list here the things that every online homework help service should provably convey to the users. Some other issues are also indicated.
Even though the purpose and efficacy of these services are well established, many individuals are not able to take full advantage of them because a) they are unaware of these services; or b) they don’t know how to use the service effectively; or c) they only spend very little time and therefore don’t have sufficient time to be helped. Here, we articulate a repertoire of strategies, tactics, and even heuristics for everyone (students, teachers, community and educational institutions, etc.) for utilizing these services effectively. Most of the strategies, tactics, etc., that are going to be discussed vis-à-vis Free Online Homework Help should be applicable to similar services (FOS, forums, video platforms, blogs, etc.), as they operate by and large under similar synchronous and asynchronous mechanisms.
More connections between student interest and help will be found. The explosion of free online homework help reflects the general move to digital, open services. Online homework help has the potential, serving as a nexus point for future service scholarship, sponsorships, volunteer engagement, career diversity, and alternative revenue sources as it becomes a service learning and more online innovations are adopted. While preferences for human-to-human relationships will certainly continue, the continued preference for online forms of help delivery reflects the ongoing attentiveness to homework help preferences of both young and old.
The National Literacy Trust in the UK presented a report arguing that free, online homework services outside the school umbrella (I will defer comment on in-library services) are much more common than they were a decade ago. Citation analysis over one five-year period (2011-2016) found that 47% more studies of free, independent homework help were conducted than occurred in the previous five-year timeframe, and the rate of homework help services provided online has been on the rise since the 1990s. The digital medium for homework help delivery has the most potential to become a growing trend in the future.
Our essay discusses what free online homework help services do and do not do, possibilities for proving academic effectiveness more rigorously, and trends and innovations in free online homework help. The primary focus of this essay is to discuss these issues in a forward-looking way, even where the details of service implementation, collaboration, and pedagogy are not yet widely understood, and thus rely on promises made by the services themselves. Often in more descriptive and modest ways, we also rely on the general trends for homework help now found in the existing literature.
What lies ahead? – Important trends and innovations in homework help.
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