Journal of Educational Multimedia and Hypermedia Volume 27, Number 3, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
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 indicate 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.
Maxwell, P., Smoker, K. & Stites-Doe, S. (2018). Does the Homework Format Really Matter? The Impact of Homework Format and Learning Style on Accounting Students’ Learning Engagement and Academic Achievement. Journal of Educational Multimedia and Hypermedia, 27(3), 343-366. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 16, 2019 from https://www.learntechlib.org/primary/p/178529/.
© 2018 Association for the Advancement of Computing in Education (AACE)
- Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman, M.K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco: Jossey-Bass.
- Arora, M.L., Rho, Y.J., & Masson, C. (2013). Longitudinal study of online statics homework as a method to improve learning. Journal of STEM Education, 14(1), 36-44.
- Cutshall, R.C., Mollick, J.S., & Bland, E.M. (2012). Use of an e-textbook and Web-based homework for an undergraduate business course: Students’ perceptions. Journal of the Academy of Business Education, 13, 1-11.
- Dawkins, W. (2006). Textbooks: the big squeeze. Black Issues Book Review, 8(5), 30-32.
- Doorn, D., Janssen, S., & O’Brien, M. (2010). Student attitudes and approaches to online homework. International Journal for the Scholarship of Teaching and Learning, 4(1), 1-20. Http://www.georgiasouthern.edu/ijsotl Engel, A.M. (2015). What are the learning styles of community college accounting teachers and students? Community College Journal of Research and Practice, 39(3), 289-292.
- Fatemi, D., Marquis, L., & Wasan, S. (2014). Student performance in intermediate accounting: A comparison of the effectiveness of online and manual homework assignments. The Accounting Educators’ Journal, 24, 1-19.
- Hahn, W., Fairchild, C., & Dowis, W.B. (2013). 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, 28(3), 513-535.
- Halcrow, C. & Dunnigan, G. (2012). Online homework in Calculus I: Friend or foe? PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 22(8), 664-682.
- Humphrey, R.L., & Beard, D.F. (2014). Faculty perceptions of online homework software in accounting education. Journal of Accounting Education, 32, 238-258.
- King, G.H., & Mo, S. (2013). The application of web-based learning in a managerial accounting course. Academy of Educational Leadership Journal, 17(4), 53-62.
- Lunsford, M.L., & Pendergrass, M. (2016). Making online homework work. Primus, 26(6), 531-544.
- Lusher, A.L., Huber, M.M., & Valencia, J.M. (2012). Empirical evidence regarding the relationship between the computerized classroom and student performance in introductory accounting. The Accounting Educators’ Journal, 22, 1-23.
- Martyn, M.A. (2005). Using interaction in online discussion boards. EDUCAUSE Quarterly, 4, 61-62. Retrieved from http://er.educause.edu/~/media/ Files/articles/2005/10/eqm05410.pdf?la=en
- Muir, D.J. (2001, July). Adapting online education to different learning styles. Paper presented at the National Educational Computing Conference, Chicago, IL. Retrieved from: http://realaudio.rice.edu/ecot/ust/bied5336/session%20i/On-Line%20Learning.pdf
- Neuhauser, C. (2002). Learning style and effectiveness of online and face-to-face instruction. The American Journal of Distance Education, 16(2), 99-113.
- National Survey of Student Engagement. (2014). About NSSE: What is student engagement? Retrieved from http://nsse.iub.edu/html/about.cfm Pardakhtchi, M.H., & Saidee, A. (2012). Matching teaching/learning styles and student satisfaction. In: Chambers, J.A. (Ed.), Selected papers from the 23rd International Conference on College Teaching and Learning (pp. 165187).
- Rinaldi, C., & Gurung, R. (2008, October 26). Should teaching and learning styles match? Teaching Forum: A Journal of the Scholarship of Teaching and Learning. Retrieved from the University of Wisconsin Oshkosh website: http://www.uwosh.edu/programs/teachingforum/public_ Html/?module=displaystory&story_id=648
- Robotham, D. (1999). The application of learning style theory in higher education teaching. GDN Discussion Papers. Retrieved from http://www2.glos.ac.uk/gdn/discuss/kolb2.htm
- Salanova, M., Schaufeli, W., Martinez, I., & Breso, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress, & Coping, 23(1), 53-70.
- Schaufeli, W.B., Martinez, I.M., Pinto, A.M., Salanova, M., & Bakker, A. (2002). Burnout and engagement in university students: Across-national study. Journal of Cross-Cultural Psychology, 33(5), 464-481.
- Simsek, N. (2002). Big G16 learning modality inventory. Journal of Educational Sciences& Practices, 1(1), 34-47.
- Stefani, L. (2011). A plea for ‘E’ to excite, engage, and enrich. The International HETL Review, 1, 53-58.
- Stites-Doe, S., Maxwell, P., & Kegler, J.J. (2013). Business students’ learning engagement as a function of reading assigned e-textbooks. In L.A. Wankel & P. Blessinger (Series Eds.), Cutting Edge Technologies in Higher Education: Vol. 6, Pt. D. Increasing student engagement and retention using mobile applications: Smartphones, Skype and texting technologies (pp. 239270).
- Titard, P.L., DeFranceschi, J.E., & Knight, E. (2014). Using online homework to improve exam scores. Journal of Business and Educational Leadership, 5(1), 58-63.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.