![](https://editlib-media.s3.amazonaws.com/sources/EDMEDIA_2018Jul10_1.png)
Does the Homework Format Really Matter? The Impact of Homework Format and Learning Style on Accounting Students’ Learning Engagement and Academic Achievement
PROCEEDING
Pat Maxwell, Kari Smoker, Susan Stites-Doe, The College at Brockport, State University of New York, United States
EdMedia + Innovate Learning, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
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 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.
Citation
Maxwell, P., Smoker, K. & Stites-Doe, S. (2017). Does the Homework Format Really Matter? The Impact of Homework Format and Learning Style on Accounting Students’ Learning Engagement and Academic Achievement. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 1050-1060). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/178420/.
© 2017 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Bonham, S., Beichner, R., & Deardorff, D. (2001). Online homework: Does It Make a Difference? The Physics Teacher, 39, 293296.
- 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.
- Folami, L.B., & Simons, K. (2012). Students’ perceptions of online homework software in accounting courses. International Journal of Education Research, 7(2), 56-72.
- Grinder, B. (2014). Online interactive homework help for introductory finance. Journal of Financial Education, 40(1-2), 68-93.
- 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.
- Humphrey, R.L., & Beard, D.F. (2014). Faculty perceptions of online homework software in accounting education. Journal of Accounting Education, 32, 238-258.
- Jones, C.G. (2008). Student perceptions of the impact of web-based homework on course interaction and learning in introductory accounting. Issues in Information Systems, 9(1), 223-232.
- 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.
- 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
- Neuhauser, C. (2002). Learning style and effectiveness of online and face-to-face instruction. The American Journal of Distance Education, 16(2), 99-113.
- 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. 165-187). Jacksonville,
- 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.
- Sun, J. & Flores, J. (2012). E-textbooks and students’ learning experiences. Decision Sciences Journal of Innovative Education, 10(1), 63-77.
- 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.
- Williams, A. (2012). Online homework vs. Traditional homework: Statistics anxiety and self-efficacy in an educational statistics course. Technology Innovations in Statistics Education, 6(1), 1-20. Retrieved from http://escholarship.org/uc/item/32j2998k
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesPresentation
Slides
- EdMedia_presentationFINAL_51261.pdf (Access with Subscription)