Using Research on Homework to Improve Remote and Hybrid Learning

Abstract

Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.

Ceci n'est pas une école: Discourses of artificial intelligence in education through the lens of semiotic analytics

“…In addition, concrete alternative possibilities of incorporating AI in learning that go beyond the idea of individualised or adaptive learning are missing from the conversation. Such possibilities include the ‘orchestration’, or coordination, of learning activities among multiple people and resources; augmenting learners' cognitive apparatus; broadening the learning competencies that can be reliably measured; and revealing learning outcomes or connections that are hard to visualise in traditional assessments, as pointed out by Roschelle and Hodkowski (2020).…”

Active Homework: an under-researched element of the active schools concept

“…Communication, strategy, and sensitivity will all be needed to ensure AH is seen as a constructive addition to school life and not a burden. Despite its face validity, much more research is needed on the characteristics of effective implementation, and, initially at least, that may mean adapting and extrapolating principles from the literature on general academic homework, which is itself an under-developed field (Roschelle & Hodkowski, 2020 ). Nevertheless, there are clues (Vatterott, 2018 ) suggesting some critical questions for advocates of AH: Purposeful: How can AH be made meaningful for learning?…”

Hybrid Learning: Alternatif Model Pembelajaran di Masa Pandemi Covid-19

“…Melalui model pembelajaran hybrid learning, teknologi dan internet dapat memudahkan peserta didik untuk memperoleh informasi dan pengetahuan tidak hanya dari pembelajaran tatap muka tetapi juga dari pembelajaran di luar kelas. Dengan memanfaatkan teknologi dan internet, guru dapat menggunakan platform sebagai media pembelajaran, seperti pekerjaan rumah, soal, diskusi, dan kuis mingguan (Agusti et, al, 2018), (Roschelle & Hodkowski, 2020) Dalam penerapan pembelajaran online pendidik dapat menggunakan beberapa media dan platform yang mana peserta didik dapat berinteraksi melalui chatroom, email, forum diskusi, dapat mengerjakan tugas, dan dapat menjawab pertanyaan (Hwang, 2018).…”