Online Homework for Agricultural Economics Instruction: Frankensteinâ€™s Monster or Robo TA?
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.
Volume (Year): 40 (2008)
Issue (Month): 01 (April)
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- repec:ags:joaaec:v:34:y:2002:i:3:p:445-458 is not listed on IDEAS
- 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.
- Barkley, Andrew P., 2002. "An Analysis Of Online Examinations In College Courses," Journal of Agricultural and Applied Economics, Southern Agricultural Economics Association, vol. 34(03), December.
- Barkley, Andrew P., 2001. "An Analysis Of Online Examinations In College Courses," 2001 Annual Meeting, July 8-11, 2001, Logan, Utah 36049, Western Agricultural Economics Association.
- 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. Full references (including those not matched with items on IDEAS)
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