Research on impact in student achievement of online homework systems compared to traditional methods is ambivalent. Methodological issues in the study design, besides of technological diversity, can account for this uncertainty. Hypothesis This study aims to estimate the effect size of homework practice with exercises automatically provided by the ‘e-status’ platform, in students from five Engineering programs. Instead of comparing students using the platform with others not using it, we distributed the subject topics into two blocks, and created nine probability problems for each block. After that, the students were randomly assigned to one block and could solve the related exercises through e-status. Teachers and evaluators were masked to the assignation. Five weeks after the assignment, all students answered a written test with questions regarding all topics. The study outcome was the difference between both blocks’ scores obtained from the test. The two groups comprised 163 and 166 students. Of these, 103 and 107 respectively attended the test, while the remainder were imputed with 0. Those assigned to the first block obtained an average outcome of −1.85, while the average in the second block was −3.29 (95% confidence interval of difference, −2.46 to −0.43). During the period in which they had access to the platform before the test, the average total time spent solving problems was less than three hours. Our findings provide evidence that a small amount of active online work can positively impact on student performance.
ABSTRACT:This paper describes the preliminary study for restoration works on the portico of the Church of St. Francis in Urbino. The aim of this study is to develop models used for restoration works on the surfaces of the portico, based on a prior architectural survey using different methodologies. The research project was carried out in 2 phases: during the first phase quantitative data were obtained by means of formal-geometric surveys and during the second phase qualitative data were obtained by developing models. Results were diversified according to needs and the methods used in order to create a "digital map of the monument" in its context. In the last phase, the various methodologies were analysed and compared in order to evaluate their accuracy, convenience (in terms of times and costs) and application limits.
The results of using the e-status platform, a virtual learning environment that favors active learning and metacognition in students are presented. The platform provides the teacher with several indicators and allows the creation of others that allow the characterization of the student's activity. This paper presents the evaluation of the influence of the use of e-status in the approval condition of the subject Probability and Statistics, statistically comparing indicators from 2015 to 2019. The results show that active work in the platform makes the difference in academic performance, and that it is also enhanced when metacognition is favored. Se presentan los resultados de la utilización de la plataforma e-status, un entorno virtual de aprendizaje que favorece en los estudiantes el aprendizaje activo y la metacognición. La plataforma brinda al docente varios indicadores y posibilita la creación de otros que permiten caracterizar la actividad del estudiante. Aquí se presenta la evaluación de la influencia de la utilización de e-status en la condición de aprobación de la asignatura Probabilidad y Estadística, comparando estadísticamente indicadores desde 2015 a 2019. Los resultados muestran que el trabajo activo en la plataforma marca la diferencia en el desempeño académico, y que además este se potencia cuando se favorece la metacognición.
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