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ONLINE HOMEWORK VERSUS PEN AND PENCIL
HOMEWORK: DO THE BENEFITS OUTWEIGH THE
COSTS?
James Penner, PhD, CPA, Western Michigan University Elizabeth Kreuze, RN, PhD Candidate, Medical University of South Carolina Sheldon Langsam, PhD, CPA, Western Michigan University Jerry Kreuze, PhD, CPA, Western Michigan University This article discusses the advantages and disadvantages of online versus pen and pencil homework completions. While the use of online homework completion is rapidly growing, concerns remain as to its educational effectiveness. Online courses appear to be well suited for online homework completion in particular, though online homework is not a requirement, as students can submit homework via dropboxes for instructor grading. A survey of the literature was conducted and relevant study results evaluating the learning value of online homework completion are presented. The advantages and disadvantages of online homework completion and real life personal observations are discussed in detail. Reviewed research evidence suggests homework completion decisions should consider the type of course, student enrollments, motivation level of students, and related costs. Introduction Online homework is a rapidly growing educational use of the Internet. These homework assignments are submitted electronically and computer graded. This practice is growing in all academic areas, including business, math, chemistry, health and other sciences. These homework systems, which permit instant grading and allow errors to be corrected at the option of the instructor, are replacing or supplementing traditional pen and pencil homework that is handed in during class, graded by the instructor or an assistant, and returned with marks and comments days or weeks later. Prior researchers contend that using online homework technology to assign problems, provide feedback, determine grades, and allow retries is one way technology may be used to enrich the students’ experiences in the course. Most certainly the grading of homework is important, as observed by Walberg, Paschal and Weinstein (1995) in that homework graded or commented on improved student learning, whereas homework without feedback had only a small effect on student learning. Feedback from pen and pencil homework varies considerably across instructors, while standardized online homework is typically graded immediately, informs students where they went wrong, and allows retries. Instructors, however, may not be aware of learning difficulties among individual students, as they are not personally grading the homework. Further, allowing multiple submissions by students may encourage lazy habits among students and professors. Khanlarian and Singh (2010) reported one student attempted a solution 205 times before finding the correct answer – entering 1, and then 2, and so forth. Students all too often approach homework without reading the book, and with dropdowns, templates and unlimited tries available with online homework, may actually reduce their effort to solve the homework assigned. Through this
process, learning unquestionably suffers. In addition, computer graded homework may further impersonalize the course, regardless of its impact on learning. This paper investigates the pros and cons of online homework systems, reports on the results of related studies, and provides personal observations from the authors. A purpose of the paper is to provide instructors with a partial framework useful when making important pedagogical decisions. Use of Online Homework Computers should not be viewed as a passive addition to any classroom; they change the classroom environment and learning atmosphere and are never neutral in effect. Computer applications must have a purpose and be carefully planned, given their effect. Similarly, the role of computer technology must be purposeful. Requiring students to complete homework online simply to aid in grading is not a sufficient purpose, though this unfortunately is a prevalent reason for doing so. Professors have a variety of competing demands on their time, including committee assignments, publication requirements, AACSB mandated faculty involvements, recruiting and placement demands. However, without proper planning, application of computer technology may have dysfunctional consequences. The completion of homework online, as an alternative or supplement to pen and pencil assignments, must fulfill basic outcomes such as
- Generates efficiencies and productivity benefits to students and faculty, by requiring less class content for the required homework;
- Enables expansion of the curriculum to include new topic areas not able to be covered with extant course time constraints;
- Facilitates student learning by understanding accounting interrelationships and accounting concepts;
- Assists processes of education by contributing directly and indirectly to the development of a broad range of skills, such as writing and interpersonal and computer skills (Boyce, 1999). Technical Skills Are Not Enough In addition to technical skills, non-technical skills that include communication, interpersonal, critical thinking, and problem solving, are increasingly identified as important by the profession. Specifically, essential non-technical, soft skills include:
- Well-developed interpersonal communication skills;
- Logical, deductive, abstract, and critical thinking abilities, as well as ability to exercise judgments;
- Ability to identify, analyze, synthesize, and solve both financial and non-financial problems;
- Leadership and management knowledge;
- Personal attributes, such as morality, honesty and integrity;
- Knowledge of business and economic environments;
- Versatility, flexibility and adaptability;
- Computer literacy and information systems knowledge (Accounting Education Change Commission, 1990; Review Committee of the Accounting Discipline in Higher Education, 1990). Unfortunately, accounting graduates are often deficient in many of these skills. Moreover, because computer literacy is but one of these non-technical, soft skills, its emphasis may be to the detriment of the development of the other required skills. Furthermore, educators must be aware that education is more than preparing students for their (possible) vocation. A narrow focus can harm students and society by failing (a) to consider the likelihood that students will not work in “mainstream”
Do Online Homework Systems Improve Student Performance? Advances in Accounting Education: Teaching and Curriculum Innovations Gaffney M.A., D. Ryan and C. Wurst 2010 When completing cases and a cycle problem, the online homework system students outperformed traditional students. However, there were no significant performance differences on quizzes or exams. Online homework system completion did not enhance student satisfaction. Inconclusive Online Homework Managers and Intelligent Tutoring Systems: A Study of Their Impact on Student Learning in the Introductory Financial Accounting Classroom Issues in Accounting Education Hahn W., C. Fairchild and W. Dowis 2013 In problem solving and exam scores no learning advantages were observed in online homework users. Unfavorable Student Performance in Intermediate Accounting: A Comparison of the Effectiveness of Online and Manual Homework Assignments The Accounting Educators’ Journal Fatemi, D., L. Marquis and S. Wasan 2014 Online homework students performed significantly better in solving problems. However, those students performed significantly worse on multiple choice questions, when those questions were designed for deeper understanding. Inconclusive Evidence on the Effectiveness of On-Line Homework College Teaching Methods & Styles Journal Dillard- Eggers, J., T. Wooten, B. Childs and J. Coker 2008 There was a strong, positive correlation between online homework completion and course grades. Favorable
Achievement of Accounting Students Relative to Individual Learning Styles and Locus of Control: Experiment Involving Internet-Based Instructional Technology
UMI
Dissertations Publishing Basile, A. 2001 Students performed equally well in traditional and online homework environments. Inconclusive An Investigation of Online Homework: Required or Not Required? Contemporary Issues in Education Research Wooten, T. and J. Dillard- Eggers 2013 Online homework users had higher course grades. Online homework systems appear to most benefit lower ability students. Favorable Online homework completions may allow students a perception that it is easy to solve accounting problems, which from an initial learning perspective may be fine; though Helmi (1986) argues that motivation is then lost as students work to comprehend the concepts and principles of the subject matter. The traditional course content is reinforced with online homework, frequently at the expense of developing higher order skills (Gow, Kember & Cooper, 1994). Online homework can create the impression that accounting is precise and objective. Instructors must properly assign homework, especially in the online environment, to emphasize skills such as analysis, judgment, and problem solving. Students must also be active participants in their own learning processes, and not passive receivers of information (Accounting Education Change Commission, 1990). In so doing, students must on occasion struggle with unstructured problems, multiple information sources, conflicting information, and questions that have no right answer. Students must be empowered to take control of their own learning, which is potentially more challenging in the online homework environment. Moreover, students are more or less required to organize their own self-study, which can be problematic in situations where students are poor self-managers or are novices to this mode of learning (Sangster, 1992). So, does online homework improve learning? Wooten and Dillard-Eggers (2013) found no significant difference in grade improvement between users and nonusers of online homework, with higher performing students performing close to their GPA whether they use online homework or not. Wooten and Dillard-Eggers (2013) concluded that high intrinsic motivated students will do well using both the online system or pen and pencil systems; homework systems are unlikely to increase student motivation; and may even inhibit students from being pushed to their full potential. Alternatively, low intrinsic motivated students may benefit from online homework, or other alternative teaching methodologies like quizzes, in-class activities, test-retest, and other collaborative learning activities (Wooten & Dillard- Eggers, 2013). Referring again to Table 1, student reaction to online homework is generally positive, though somewhat mixed. In non-accounting contexts, there is some evidence that computer-assisted learning may improve student attitudes toward their course of study and may enhance their perceptions of course quality and organization (Leidner & Jarvenpaa, 1995). Teacher-student interaction is an important aspect of the educational process. As such, computer-assisted learning cannot perform all of the functions of a teacher (Leidner & Jarvenpaa, 1995). Nevertheless, students value the immediate feedback and being
enjoy the online experience, appreciating the opportunity to receive instant feedback, problem rationale, and multiple attempts; whereas, others would rather submit their homework using a pen or pencil. Approximately two-thirds of Title IV institutions offer distance education (i.e., courses taken for college credit at off campus locations via Internet, cable television, satellite classes, videotapes, correspondence courses or other means) (NSF, 2014 a). These institutions have a written agreement with the Secretary of Education that allows the institution to participate in any of the Title IV federal student financial assistance programs. The most recently available data from the National Center for Education Statistics (2014) indicate that in 2013, 26.5% of undergraduate students were enrolled in distance education courses as compared to 30.8% of post baccalaureate students. Both undergraduate and graduate students are increasingly taking advantage of broader access to higher education offered through online forums (NSF, 2014 b). Though it is difficult to identify the precise benefits of Internet homework systems, as evidenced by this review, increasing instructor reach is particularly advantageous. Distance education increases institution reach universally and benefits students in part because of the potential for curriculum expansion, though it is not yet clear how many students can sustain commitment to learning in the absence of more personal contact and to what extent the growing access to higher education will translate into learning and educational achievement (NSF, 2014 b). Further, possible technical difficulties including computer failure, outdated technologies, and poor Internet connectivity may also be a concern with online homework systems. In summary, research is not clear on the possible benefits of online homework. Most certainly advantages and disadvantages can be found with online homework. The extensive use of drop downs and templates may give students too much structure, thereby promoting rote learning and precluding learning of the concepts behind problem solving. Decisions to use online homework systems should not be made quickly and without thought. These decisions must be purposeful, carefully considering the type of course, student enrollments, motivation levels of students, and costs to students. Courses containing older, non-majors may not be best suited for online homework activities. Courses in a major, especially those at a higher level, with more motivated, traditional students may be more appropriate areas for online homework applications. But even in those courses, students must be exposed to a variety of learning methods to fully develop higher order skills. What is critical, but difficult to attain, is the need for students to use technology to learn about and explore the facets of the subject matter to satisfy a personal desire for knowledge and not simply to satisfy course requirements. Students must increasingly be aware that homework completion is essential for learning and academic growth, rather than to be completed as quickly as possible, checked off the list to complete the course, and to be one step closer to graduation. References Accounting Education Change Commission (1990), “Objectives of education for accountants: Position Statement no. 1,” Issues in Accounting Education, 5 (2), pp. 307 - 312. Alkafaji, Y. and N. Schoeder (1986), “Manual vs. computerized practice sets: A test for differences,” Journal of Accounting Education, 4 (2), pp. 19 - 25. Basile, A. and J. D’Aquila (2002), “An experimental analysis of computer-mediated instruction and student attitudes in a principles of financial accounting course,” Journal of Education for Business, 1 (1), pp. 137 - 143. Biktmirov, E.N. and K.J. Klassen (2005), “Relationship between the use of online support materials and performance in the introductory finance class,” Journal of Education for Business, 83 (3), pp. 153 - 158. Boyce, G., H. Ho, A. Kelly and S. Williams (1996), “Accounting education towards 2000: Developing
student’s communication skills in a technological era,” Extracted from R. Pose (Ed.), Teaching communication skills in a technological era, (pp. 145-168). Proceedings of the Australian Communication Conference, Volume 2, Research Papers B. Melbourne: Monash University. Boyce, G. (1999), “Computer-assisted teaching and learning in accounting: Pedagogy or product?” Journal of Accounting Education, 17 , pp. 191 - 220. Dillard-Eggers, J., T. Wooten, B. Childs and J. Coker (2008), “Evidence on the effectiveness of online Homework,” College Teaching Methods & Styles Journal, 4 (5), pp. 9 - 16. Gow, L., D. Kember and B. Cooper (1994), “The teaching context and approaches to study of accountancy students,” Issues in Accounting Education , 9 (1), pp. 118 - 130. Hahn, W., C. Fairchild and W. Dowis (2013), “Online homework managers and intelligent tutoring systems: A study of their impact on student leanings in the introductory financial accounting classroom,” Issues in Accounting Education, 28 (3), p. 513. Hauk, S. and A. Segalla (2005), “Student perceptions of the web-based homework program WeBWorK in moderate enrollment college algebra classes,” Journal of Computers in Mathematics and Sciences Teaching, 24 (3), pp. 229 - 253. Helmi, M.A. (1986), “Integrating the microcomputer into accounting education – approaches and pitfalls,” Issues in Accounting Education, 1 (1), pp. 102 - 111. Khanlarina, C., E. Shough and R. Singh (2010), “Student perceptions of web-based homework software: A longitudinal examination,” Advances in Accounting Education: Teaching and Curriculum Innovations, 11 , pp. 197 - 220. Klimek, J. (2012), What drives performance of accounting majors: Do online homework management systems make a difference? Allied Academies International Conference. Academy of Educational Leadership Proceedings, 17 (2), p. 15. Leidner, D.E. and S.L. Jarvenpaa (1995), “The use of information technology to enhance management school education: A theoretical view,” MIS Quarterly , 19 (3), pp. 265 - 291. Lindquist, T.M. and L.M. Olsen (2007), “How much help, is too much help? An experimental investigation of the use of check figures and completed solutions in teaching intermediate accounting,” Journal of Accounting Education 25( 3 ), p. 103. National Center for Education Statistics (2014), Number and percentage of students enrolled in degree- granting postsecondary institutions, by distance education participation, location of student, level of enrollment, and control and level of institution: Fall 2012 and fall 2013. U.S. Department of Education. Integrated Postsecondary Education Data System. Retrieved from https://nces.ed.gov/programs/digest/d14/tables/dt14_311.15.asp. National Science Foundation (2014 b), Chapter 2: Higher education in science and engineering. The U.S. Higher Education System. Science and Engineering Indicators. Retrieved from http://www.nsf.gov/statistics/seind14/index.cfm/chapter-2/c2s1.htm#s1- 3. National Science Foundation (2014 a), What percentage of postsecondary institutions offer distance education? National Science Board. STEM Education Data and Trends. Retrieved from https://www.nsf.gov/nsb/sei/edTool/data/college-03.html. Palocsay, S. and S. Stevens (2008), “A study of the effectiveness of web-based homework in teaching undergraduate business statistics,” Decision Sciences Journal of Innovative Education, 6 (2), pp. 213 - 232. Review Committee of the Accounting Discipline in Higher Education (the Mathews Committee) (1990), Accounting in Higher Education. Canberra: AGPS. Sangster, A. (1992), “Computer-based instruction in accounting,” Accounting Education , 1 (1), pp. 13 - 32. Thomas, J.R. (1994), “‘Major reorientation’ needed; IS coverage inadequate,” The Software Practitioner, 5 - 7 (March). Walberg, H.J., R.A. Paschal and T. Weinstein (1995), “Homework’s powerful effects on leaning,” Educational Leadership , pp. 76 - 79.
