Red X’s and Green Checks: A Model of How Students Engage with Online Homework

Dorko, Allison

doi:10.1007/s40753-020-00113-w

Cited by 7 publications

(1 citation statement)

References 13 publications

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“…Question 13 is expressed in general terms and some relevant studies have already been carried out to investigate students’ behaviour. For instance, Dorko ( 2020 ) used video recordings of students undertaking online homework along with follow-up interviews and reported that feedback and multiple attempts offered by the online system contributed to students working iteratively when solving problems. Further research should investigate the robustness of Dorko ’s findings across different technologies, cohorts and contexts.…”

Section: Research Agenda For E-assessment In Undergraduate Mathematicsmentioning

confidence: 99%

A Collaboratively-Derived Research Agenda for E-assessment in Undergraduate Mathematics

Kinnear

Jones

Sangwin

et al. 2022

Int. J. Res. Undergrad. Math. Ed.

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This paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 research questions are grouped into 5 broad themes: errors and feedback, student interactions with e-assessment, design and implementation choices, affordances offered by e-assessment tools, and mathematical skills. This agenda gives a framework for a programme of research aligned with practical concerns that will contribute to both theoretical and practical development.

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Section: Research Agenda For E-assessment In Undergraduate Mathematicsmentioning

confidence: 99%