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Online Homework for Agricultural Economics Instruction: Frankenstein’s Monster or Robo TA?

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  • Dahlgran, Roger A.

Abstract

This paper describes the programming required for online homework, evaluates its use, and presents methods for student identification and for processing student input. Online homework applications were evaluated in a real class setting. Generally, online homework is cost effective for large classes that have numerous assignments and repeated usage. Online homework appears to increase learning through increased student study-time allocations. Students felt that online homework made course website interaction more productive. They also indicated that online homework increased their perception of the value of lectures and that its use in other courses would be welcome. All findings were highly statistically significant.

Suggested Citation

  • Dahlgran, Roger A., 2008. "Online Homework for Agricultural Economics Instruction: Frankenstein’s Monster or Robo TA?," Journal of Agricultural and Applied Economics, Southern Agricultural Economics Association, vol. 40(01), April.
  • Handle: RePEc:ags:joaaec:45510
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    File URL: http://purl.umn.edu/45510
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    References listed on IDEAS

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    1. repec:ags:joaaec:v:34:y:2002:i:3:p:445-458 is not listed on IDEAS
    2. Barkley, Andrew P., 2002. "An Analysis of Online Examinations in College Courses," Journal of Agricultural and Applied Economics, Cambridge University Press, vol. 34(03), pages 445-458, December.
    3. Becker, William E & Watts, Michael, 1996. "Chalk and Talk: A National Survey on Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 448-453, May.
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    Cited by:

    1. Carlos Cortinhas, 2017. "Does formative feedback help or hinder students? An empirical investigation," Discussion Papers 1701, Exeter University, Department of Economics.

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