A Template For Online Homework: Frankenstein'S Monster Or Robo Ta?
AbstractThis paper describes the programming procedures required to implement online homework and evaluates the application of these procedures based on use in the author's course. The description of the procedures utilizes a template showing two representative applications from the author's introductory econometrics course. In one, the students are to collect and record data and in the other, students are to perform econometric analysis on the data. The web address for the template is arec.arizona.edu/RoboTA. The use of online homework in the author's economics of futures market course revealed that the benefit-cost tradeoff is between the savings of instructional time spent grading homework and increased instructional time spent developing homework assignments. Online homework is favored by (1) large class sizes, (2) numerous, difficult to grade, numerical homework assignments, (3) continuity of these conditions, and (4) the availability of adaptable programming solutions. Online homework was not found to be more effective in helping students learn, though in some instances automation can lead to more assignments and these additional assignments can be beneficial. The implementation of online homework was associated perceptions of greater usefulness of the course web site and lectures.
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Bibliographic InfoPaper provided by Western Agricultural Economics Association in its series 2002 Annual Meeting, July 28-31, 2002, Long Beach, California with number 36583.
Date of creation: 2002
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- William E. Becker, 1997. "Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 35(3), pages 1347-1373, September.
- Rajshree Agarwal & A. Edward Day, 1998. "The Impact of the Internet on Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 99-110, January.
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