Student Perceptions of Online Homework Use for Formative Assessment of Learning in Organic Chemistry

Abstract

Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were investigated. Our students perceived the online homework as one of the more useful course aspects for learning organic chemistry content. We found a moderate and statistically significant correlation between online homework performance and final grade. Gender as a variable was ruled out since significant gender differences in overall attitude toward online homework use and course success rates were not found. Our students expressed relatively positive attitudes toward use of online homework with a majority indicating improved study habits (e.g., study in a more consistent manner). Our students used a variety of resources to remediate incorrect responses (e.g., class materials, general online materials, and help from others). However, 39% of our students admitted to guessing at times, instead of working to remediate incorrect responses. In large enrollment organic chemistry courses, online homework may act to bridge the student-instructor gap by providing students with a supportive mechanism for regulated learning of content.

Diverse delivery methods and strong psychological benefits: A review of online formative assessment

“…The computer‐based, pre‐test, assessment was accessed by over 300 students, who rated it positively on a Likert‐type agreement scale regarding the use of computer‐based‐assessments, the ease of use, importance and whether these types of assessments objectively reflect a students' performance. Similarly, Richards‐Babb et al () found that students strongly agreed that use of OFAs in a Chemistry course encouraged more consistent studying habits and agreed that they crammed for tests less.…”

“…Students developed their academic self‐regulation through this learning process: taking the OFA, receiving feedback in the form of a score, reflecting on that feedback, using this feedback to target certain content areas for more extensive review, then taking the actual exam having gone through this self‐reflective process (Deutsch et al, ; Richards‐Babb et al, ). These types of OFAs provided students with the opportunity to practice their performance, to reflect upon the outcomes, to self‐evaluate their learning and then use that information to improve their studying habits using strategic practice (Zimmerman, ).…”

“…Besides self‐regulation, researchers also examined impacts of OFA on other aspects of meta‐cognition, such as active learning and engagement with content (Chung et al, ), learner interest and motivation (Hwang & Chang, ), regulation of time (Richards‐Babb et al, ) and time on‐task (Timmers et al, ). These studies further confirm the diverse and robust impacts of OFA on students' meta‐cognition.…”

Development and evaluation of a Lewis acid–base tutorial for use in postsecondary organic chemistry courses

“…40 Online tutorials have been used in postsecondary organic chemistry courses. 41,42 Richards-Babb et al implemented online, targeted assessments as a formative tool to increase learning in an organic chemistry course; the authors found that their students felt that the tool was useful. Additionally, performance on the assessments correlated with the students' final grades in the course.…”

“…Additionally, performance on the assessments correlated with the students' final grades in the course. 41 O'Sullivan and Hargaden developed tutorials in their organic chemistry course that prompted students to draw chemical structures (i.e., predict the products and synthesis problems) and the system then provided targeted feedback on their structures. 42 Overall, students agreed that the tutorials were a "beneficial learning experience".…”