Does the Homework Format Really Matter? The Impact of Homework Format and Learning Style on Accounting Students’ Learning Engagement and Academic Achievement
Pat Maxwell, Kari Smoker, Susan Stites-Doe, The College at Brockport, State University of New York, United States
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 August 19, 2018 from https://www.learntechlib.org/primary/p/178529/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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