Student Perceptions of Online Homework in Preparatory Year Pre-Calculus courses

Abstract

The Internet is gradually becoming part and parcel of our lives. As a result, online educational technologies are gaining more acceptance in our educational system. This is more so in higher education. However, online assessment is one aspect of online technologies that has taken time to be accepted by educators. This is primarily due to concerns related to reliability, validity and security of online assessment. This paper presents the results of a study that investigates students' perceptions of online homework that was recently introduced in our precalculus courses, as compared to conventional paper and pencil homework. Furthermore, we share some qualitative data we observed that should be useful to all mathematics educators, especially those planning to implement online homework. Some important issues related specifically to MyMathLab, which is the platform we are currently using for online homework, together with the major problems students faced in getting accustomed to the online environment will be discussed.

Instructional Delivery and Students’ Experiences with Distance and Online Learning of Undergraduate Mathematics in Nigeria

“…According to Evrim, Correia, and Thompson, (2011), students enroll in distance and online mathematics with varied experiences which affect their views and methods of approaching the subject. The traditional approaches to distance and online delivery have not contributed much to success in mathematics courses and programmes, something which has led to the introduction of more multimedia tools for distance and online services and tutorials to improve access and success in these gateway subjects (Juan, Huertas, Steegmann, Corcoles, & Serrat, 2008Yushau & Khan, 2014). Surprisingly, most studies on distance and online ID have not focused on mathematics students' experiences, especially at the university-level (Mayes, 2011;Jones & Long, 2013).…”

A Comparative Investigation of Assessment Practices in Distance and Online Learning Undergraduate Mathematics in Nigeria

“…Studies have shown that due to reliability and validity of the online assessment, educational providers in general and distance and online educators in particular, have accepted the assessment of students using technologies as efficient and effective (Baleni, 2015;Yushau & Khan, 2014). It has also been reported that students have a positive view of online assessment (Sorensen, 2013;Yushau & Khan, 2014).…”

“…Studies have shown that due to reliability and validity of the online assessment, educational providers in general and distance and online educators in particular, have accepted the assessment of students using technologies as efficient and effective (Baleni, 2015;Yushau & Khan, 2014). It has also been reported that students have a positive view of online assessment (Sorensen, 2013;Yushau & Khan, 2014). Sagarraa and Zapataa (2008) pointed out some features of online assessment that have positive influence on mathematics students to include the provision of opportunity for multiple attempts, students working at their own pace, getting prompt feedback on work done and in some cases, have opportunity to access correct answer on submission of work.…”

“…Their findings from the study indicated that despite the emphasis on feedback, there is no evidence that it advances students mathematics learning. There is also the claim that lack of time to do an online assessment, slow Internet access, issues related to learning platform, and slowness of the system are the major challenges of online mathematics assessment (Yushau & Khan, 2014).…”

“…The trend that brought about the online learning platform, for example, Learning Management System to offer online/interactive learning, and assessment has led to a greater use of computer technology to facilitate learning. Studies have shown that despite the advancement in distance and online education across institutions of higher learning, assessment of online courses (including mathematics) still progresses at a slow pace (Yushau & Khan, 2014). Assessment as a vital component of learning in distance and online education gives the teacher better opportunity to monitor the students' learning, skills, and certification (Chaudhary & Dey, 2013;Perera-Diltz & Moe, 2014).…”