共查询到20条相似文献，搜索用时 15 毫秒
1.
《Learning and Instruction》2007,17(3):372-388
The popular claim that homework time is positively related to achievement and achievement gains was tested in three studies. Time on homework was compared and contrasted with other indicators of homework assignment (i.e., homework frequency) and students' homework behavior (i.e., homework effort). The results of the three studies indicate that homework assignments are positively associated with achievement (class-level effect) and that doing homework is associated with achievement gains (student-level effect), but that the positive effects of homework assignments and completion are not captured by the “time on homework” measure. 相似文献
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Nuri Balta Víctor-Hugo Perera-Rodríguez Carlos Hervás-Gómez 《Education and Information Technologies》2018,23(2):837-850
Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students’ exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85 undergraduate students’ final and midterm grades, and their responses to an attitude survey were used. The ANCOVA results demonstrated that the use of Socrative positively influenced students’ exam scores and a fairly significant correlation was found between students’ attitudes toward Socrative and final exam scores. Moreover, the results of the survey showed that students have moderately positive attitudes toward the use of Socrative as an online homework assignment platform. This empirical study indicates that the use of Socrative can go beyond engaging and motivating students and can be used as an online homework completing tool. 相似文献
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Homework time (i.e., the total amount of time spent on homework) and homework effort (i.e., the extent to which students work seriously on their homework) are defined as two central aspects that characterize students’ homework behavior. Recent research has identified homework learning types by considering differences in students in both homework effort and homework time with a person-centered approach (Flunger et al., 2015). The present study investigated how students’ characteristics (i.e., motivation, conscientiousness, gender, and verbal abilities) are associated with these homework behavior profiles. To this end, data on homework behavior in the subject of French as a second language of 1649 Swiss eighth-grade students were reanalyzed by applying latent profile analyses (LPAs) with covariates in a modified three-step method (Vermunt, 2010). The findings suggest that large amounts of homework time can be a characteristic of favorable homework behavior: When students simultaneously invested a great deal of effort in their homework, spending a lot of time on homework was associated with high motivation and high conscientiousness. By contrast, when students exerted low effort, large amounts of homework time were found to be associated with low motivation and low conscientiousness. 相似文献
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High school students in remedial mathematics classes were exposed to three pairs of mathematics computation assignments. Three of the assignments served as control assignments and contained 15 target problems (i.e., three‐digit by two‐digit multiplication problems). Students were also exposed to three paired experimental assignments that contained either 15 (0% more), 18 (20% more), or 21 (40% more) equivalent target problems. Each experimental assignment was also lengthened by interspersing additional one‐digit by one‐digit problems following every third target problem. After exposure to each pair of assignments, students reported which of the two assignments (control or experimental) would require the most time and effort to finish, which was most difficult, and which assignment they would prefer to do for homework. Across all three assignment pairs, significantly more students rated the experimental assignment more favorably for time, effort, and difficulty and chose the experimental assignment for homework. These results extend previous research on interspersing additional brief tasks by showing that this procedure has sufficient strength to get students to prefer homework assignments with 20% and 40% more target problems. © 2000 John Wiley & Sons, Inc. 相似文献
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Academic misconduct is a problem encountered by many academic programmes, including programmes in the health sciences. The primary purpose of the present study was to assess doctoral student and graduate faculty perceptions of academic misconduct, specifically plagiarism. We used a cross-sectional survey design, and separate surveys were developed for students and faculty. The student survey measured student perceptions of the prevalence of plagiarism among students in general and assessed the occurrence of each student’s plagiaristic behaviours. The faculty survey measured faculty perceptions of the prevalence of plagiarism among students in general and among students in their courses specifically. Two hundred and thirty-eight students and 92 faculty completed the surveys. Students were doctoral health sciences students enrolled in a campus-based, online or hybrid programme. Compared with the self-reported behaviour of students, faculty believed more students were involved with plagiarism. Self-rated knowledge about plagiarism was significantly higher among online students and faculty than among campus-based students and faculty (p<0.001). Both students and faculty believed the most common plagiaristic activity was citing and referencing a full-text source when only the abstract was read, but only a few students reported personally doing this. Additionally, more campus-based students than online students reported working closely with another classmate on an assignment when they were not authorised to do so (p<0.001). In the present study, surveyed students and faculty believed plagiarism was prevalent among the general student population; however, few students self-reported this behaviour. 相似文献
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‘Not necessarily a bad thing …’: a study of online plagiarism amongst undergraduate students 总被引：1，自引：0，他引：1
Neil Selwyn 《Assessment & Evaluation in Higher Education》2008,33(5):465-479
Whilst the copying, falsification and plagiarism of essays and assignments has long been a prevalent form of academic misconduct amongst undergraduate students, the increasing use of the internet in higher education has raised concern over enhanced levels of online plagiarism and new types of ‘cyber‐cheating’. Based on a self‐report study of 1222 undergraduate students, this paper explores the nature and patterning of online plagiarism amongst students in UK higher educational institutions. The data find around three‐fifths of students self‐reporting at least a moderate level of internet‐based plagiarism during the past 12 months, with significant differences in terms of gender, educational background and—most notably—subject discipline. Students’ online plagiarism was also found to correlate strongly with their self‐reported levels of offline plagiarism. The data therefore highlight the need to contextualize online plagiarism in relation to the wider ‘life‐world’ of the contemporary university student and, in particular, the role of the internet in their everyday non‐academic lives. The paper concludes by discussing how university authorities may go about addressing internet‐based plagiarism in the contemporary university setting. 相似文献
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Charles A. Hughes Kathy L. Ruhl Jean B. Schumaker Donald D. Deshler 《Learning disabilities research & practice》2002,17(1):1-18
Homework is an important activity in the lives of school‐aged children, including students with learning disabilities (LD). Characteristics often associated with LD (e.g., poor organizational skills) may adversely impact the rate and quality of homework completion. In this study, a multiple‐probe across‐students design (Horner & Baer, 1978) was used to evaluate the effects of instruction in a comprehensive, independent assignment completion strategy with regard to homework completion rates and the quality of products completed in response to assignments given in general education classrooms. Eight of nine students mastered use of the strategy, and their homework completion rates and the quality of their homework products improved. Associated with these improvements were increases in quarterly grades and teacher ratings of the quality of the assignments. Thus, direct instruction in a comprehensive strategy comprised of organizational behaviors can result in independent completion of more homework by students with LD. Nevertheless, instruction in organizational skills alone appears insufficient to produce a 100 percent submission rate: student motivation to complete assignments and mastery of the skills required, as well as the appropriateness of assignments for students, need to be addressed. 相似文献
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伴随大数据、学习分析技术的发展,在线作业成为当前教育科技产品的重要形式,但是有关在线作业的用户体验研究并不多。文章采用技术接受模型来研究初中生和家长的在线作业用户体验及其影响因素,并结合相关研究中的教师用户体验进行比较分析,研究发现:易用性对学生和家长的在线作业使用无显著影响,对教师有影响;有用性是教师和家长更为关心的,而学生对此无感;社会影响和自我学习管理对学生和家长在线作业使用呈显著影响。基于此,文章对在线作业推广应用进行了反思,认为在线作业需避免成为强化应试的工具;教师要适应新的“把关人”角色;在线作业开发需更多地转向学生用户设计,以增强其学习体验。 相似文献
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Karyn Lai 《Assessment & Evaluation in Higher Education》2012,37(8):933-947
Many tertiary-level courses assess students’ participation in tutorial or online discussions. However, in educational and pedagogical research literature, criteria for assessing students’ skills in engaging with peers remain unclear. This article describes an online assignment with a set of participation criteria and a method for assessing the quality of students’ interactions with peers. The assignment focuses on students’ ability to utilise their critical thinking skills while engaging with peers on a particular topic. This includes abilities such as responding to criticism, justifying one’s view and contributing to discussion. While the assignment is designed for a critical thinking course in a philosophy curriculum, the method and participation criteria may be adapted for assessment in other discipline areas. 相似文献
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This study examines the perceptions of Chinese students and parents in Hong Kong on homework involvement, assignment type and homework functions. The relationships of homework perceptions to student and parent attributes are also assessed. The sample includes 1393 pairs of students and their parents from 36 primary schools in Hong Kong. Findings of this study show similarities in preference for assignment type across students and parents. Between‐group discrepancies are observed in preference for homework involvement and endorsement of homework functions. Moreover, homework perceptions are found to relate to students’ and parents’ efficacy attributes and involvement behaviour. Findings of this study are discussed in light of the Chinese sociocultural context in Hong Kong. Suggestions are made on the design and use of homework in primary schools by incorporating the views of different stakeholders. 相似文献
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Pedro Rosrio Jennifer Cunha Ana Rita Nunes Tnia Moreira Jos Carlos Núez Jianzhong Xu 《Psychology in the schools》2019,56(1):92-108
Teachers’ homework follow‐up practices, the in‐class strategies teachers use to monitor their students’ homework assignments, have an impact on their students’ homework behaviors and academic achievement. The current study explored the perspectives of middle school mathematics teachers on the three domains of homework follow‐up: the practices used in class, the purposes of each practice, and the aspects that may influence this process. Data were collected from two data sources (i.e., focus groups and classroom observations) and were analyzed using thematic analysis. The findings showed that teachers monitored homework either using a single strategy or a combination of strategies (e.g., checking homework completion and providing individual feedback) linked to a specific purpose (e.g., promote students’ involvement). The teachers also reported that they were under certain constraints when they delivered homework follow‐up practices (e.g., pressure to follow the curriculum), so their practices’ effectiveness sometimes can be compromised. Implications for practice are discussed. 相似文献
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This study used a randomized pretest–posttest clustered design to examine the effect of 3 homework purposes (i.e., practice, preparation, and extension) on 6th graders' mathematics achievement and how this relationship was modulated by the amount of completed homework. A total of 27 mathematics teachers and their 638 students participated in this study. Once a week for six weeks, the teachers assigned tasks that had a specific type of homework purpose according to their treatment condition. At the end of the six weeks, the students completed a non-standardized mathematics achievement test. The results of multilevel modeling showed that after controlling for student characteristics and class-level variables, extension homework positively impacted students' mathematics achievement, while practice and preparation homework did not. These findings were not related to the amount of homework that was completed by the students. The findings highlighted the importance of the teacher's role in the first phase of the homework process (i.e., designing homework with a specific purpose) and provide important data for teachers and school administrators to reflect upon when conducting actual homework practices. 相似文献
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Students in a first-semester general chemistry course at a large southwestern university completed a 3-week homework assignment using MindTap, a Cengage Learning product. MindTap is the first major electronic system that has homework questions embedded in the text, such that students read a short section of the textbook and then answer a question set. Prior to MindTap, electronic homework systems were stand-alone or contained questions with links to the textbook. Next, students completed two 2-week homework assignments in Online Web Learning (OWL) version 1 also from Cengage Learning. The OWL system shows homework questions with a link to the textbook in a separate window. Both the MindTap and OWL systems contain the same or similar questions. After the students used both homework systems, a survey was given that included Likert-scaled and open-response questions that dealt with students’ perceived level of understanding using the different systems, how easy the systems were to use, and the advantages/disadvantages of each system. A delayed survey was given at the end of the second semester of general chemistry, during which students had used OWL for the complete semester. This paper investigates the effects of the arrangement (embedded vs. linked) on student preferences and perceived learning in this pilot study with a 300-person class. Based on the results of the study, it was found that students perceived that they learn more with MindTap and prefer the embedded text in MindTap over the linked text in OWL. 相似文献
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《The Internet and Higher Education》1999,2(2-3):145-160
Communications technologies (i.e., Internet, videoconferencing, etc.) have propelled distance education to a vibrant and burgeoning field. Online education, which is centered on the use of the Internet and the World Wide Web (Web), presents a new generation of distance learning tools. The online learning environment frees students from the constraints of time and place, and it can be made universally available. Although online courses break down physical and temporal barriers of access to education, assessing students' learning is one of the challenges of online education. In an effort to meet the needs of measuring the learning effectiveness of adult students in an online learning environment, a response paper assignment was developed to serve as a tool to assess students in an online course. Then, it was executed in Fall 1999 during an online segment of Pepperdine University's Philosophy and Effects of Mass Communication (MSCO 560) course. This article presents a snapshot of the assessment tool (i.e., response paper), the process used to test the assessment tool, response paper results, response paper evaluation results, and a summary of the summative committee meeting. 相似文献
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Are more students cheating on assessment tasks in higher education? Despite ongoing media speculation concerning increased ‘copying and pasting’ and ghostwritten assignments produced by ‘paper mills’, few studies have charted historical trends in rates and types of plagiarism. Additionally, there has been little comment from researchers as to the best way to assess changes in plagiarism over time. In this paper, we discuss the relative strengths and weaknesses of research designs for assessing changes in plagiarism over time, namely cross-sectional, longitudinal, and time-lag. We also report the results of our own time-lag study of plagiarism. We assessed self-reported engagement in, awareness of, and attitudes towards plagiarism in three comparable groups of students at the same university on three occasions, each separated by five years (2004, 2009, and 2014). The data from our study paint an encouraging picture of increased understanding and reduced occurrence of several forms of plagiarism, with no upward trend in verbatim copying or ghostwriting. We suggest that technological and educational initiatives are counteracting the potential for increased plagiarism from online sources. 相似文献
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该文介绍了山东电大开展形成性考核的重要举措——开发并应用了一套在线作业系统,通过对在线作业系统的应用数据分析及用户访谈,验证了在线作业这一形成性考核手段的效果,数据表明在线作业对于学生学习有一定的促进作用;并发现了存在软件自身及形成性考核过程的一系列问题,包括系统运行不够稳定、功能设计不够完善、实施过程有待进一步规范等。该文对于当前国家开放大学推动评价制度改革有一定的参考价值。 相似文献
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Rosemary Clerehan Giselle Kett Renee Gedge Juhani E. Tuovinen 《The Internet and Higher Education》2003,6(4):327-346
Traditionally, students attending university have received support for their assignment writing within a face-to-face framework. Academic writing support delivered via the Internet needs to be rendered in very subject-specific terms for the resource to be perceived as valuable. This paper reports on a project involving writing support staff and a computer science subject leader to develop and evaluate a Web-based academic skills tutorial. The tutorial sought to provide online learning support for interpreting an information technology (IT) assignment topic, extracting information from sources, and integrating the material into a report with the support of online lexical tools. The evaluation sought to determine whether the students found the resource helpful, if improvements were still required, and what implications there were for integrating the resource with subject teaching. Students perceived most value in those sections of the resource that provided them with examples and models, and least in those that required them to engage in interactive activity. 相似文献
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Lourdes Arce Espinoza 《Assessment & Evaluation in Higher Education》2015,40(8):1070-1078
The presentation of the intellectual work of others as their own by students is believed to be common worldwide. Punishments and detection software have failed to solve the problem and have important limitations themselves. To go to the root of the problem, we applied an online questionnaire to 344 university students and their 13 teachers. Our objective was to compare their views on plagiarism and to test nine hypotheses about causation. We found that both students and teachers know what plagiarism is and that each group blames itself to some extent. Students blamed their own attitude but also mentioned their need to cope with an unnecessarily heavy workload imposed by teachers. Teachers blamed impunity and their own failure in providing meaningful and creative student work. Only 8% of the students admitted to plagiarising contents and admission was independent of need for higher scores, years in the university, sex, age, occupation, career or living in a small city where educational resources are more limited. We found that Spanish language literature has given more attention to the students’ point of view than much of its English counterparts, and conclude that plagiarism can be prevented by an approach based mainly on a workload defined by teacher teams instead of isolated teachers; reduction of rote learning (associated with texts that are easy to copy and paste); assignment of individualised work that cannot be plagiarised (workshops, exhibitions, forums, portfolios, solving real cases, applying concepts to the student’s personal experience); and accompanying students along the whole process of producing the written work. 相似文献
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The purpose of this study was to investigate the effect of the levels of group cooperation on students' achievement during a series of physical science laboratory activities. Six intact seventh-grade physical science classes taught by two teachers, with each teacher instructing three classes, were selected from two middle schools. For each teacher, one of the classes was taught with a traditional approach (no cooperative goal structure). The other two classes were assigned to a cooperative goal structure (role assignment and nonrole assignment). For the role assignment class, each student was assigned a specific role, but students in both traditional and nonrole assignment classes were not assigned roles. The Classroom Observation Instrument in Science Laboratory Activity (COISLA), which includes investigative skills (i.e., managing, manipulating, observing, reading, writing, and reporting); social skills (i.e., discussing, encouraging) and nonlearning behaviors (i.e., waiting, off-task), was used to measure the levels of group cooperation. The grades on lab reports and lab quizzes of students who were taught by the same teacher were compared to assess the effects of the different learning conditions. No significant differences on the students' final achievement were found with respect to the three instructional approaches followed by each teacher. The teacher effect was more significant than either instructional approach on managing, manipulating, observing, reading, and writing behaviors. No significant teacher effect was found for the other behaviors. Only one treatment effect was significant, writing behavior. Overall, the teacher effect was more influential than instructional approach on students' behaviors. In teacher A's classes, reading behavior predicted 21% of students' achievement. However, no significant correlations existed between the 10 collaborative behaviors and students' achievement in teacher B's classes. 相似文献