Document Type

Article

Publication Date

7-2018

Abstract

The experience of students submitting written homework is compared to those using online homework platforms at a college in the northeastern United States. Results indicate that online homework platforms can increase student engagement in the course when students are satisfied with the platform’s functionality and when students believe the web-based tool matches their own learning style. Findings suggest that students not inclined towards e-textbook use might be willing to set aside their preferences and try an online homework platform if they believe that the experience will be compatible with their learning style. Given the links between perceptions of learning style and platform functionality with positive student perceptual outcomes, results suggest faculty may be able to increase their students’ sense of efficacy towards online homework by demonstrating a positive attitude toward the platform, and showing their own engagement with web-based tools.

Comments

© 2017 Association for the Advancement of Computing in Education (AACE). Author version reprinted from https://www.learntechlib.org/primary/p/178420/ with permission of AACE (http://www.aace.org).

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