Impact of online homework on learning in face-to-face and online principles of microeconomics

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Business Pub Date : 2022-01-31 DOI:10.1080/08832323.2022.2028711

Seife Dendir

引用次数: 2

Abstract

Abstract This study investigates whether online homework improves learning in principles of microeconomics. It contributes to the related literature in two dimensions. First, it tests whether there is a positive association between students’ performances on homework and exams. Importantly, it measures learning through exams that were given shortly after students completed the relevant homework, thereby avoiding a potential “decaying effect.” Second, it tests whether the impact of homework varies by learning mode—face-to-face versus online. Results show that online homework improves learning. However, there is no significant difference in the impact of homework between the two learning modes.

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网上作业对面对面学习和网上微观经济学原理的影响

摘要本研究旨在探讨网络作业是否能促进微观经济学原理的学习。它在两个维度上贡献了相关文献。首先，它测试学生的家庭作业成绩和考试成绩之间是否存在正相关关系。重要的是，它通过学生完成相关作业后不久进行的考试来衡量学习情况，从而避免了潜在的“衰减效应”。其次，它测试了家庭作业的影响是否因学习模式(面对面与在线)而异。结果表明，在线作业对学习有促进作用。然而，两种学习模式对家庭作业的影响没有显著差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Education for Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.