Integrating Online Assignments Checking in Introductory Courses
David Pundak, Miri Shacham, Engineering College, Israel ; Orit Herscovitz, Technion Science University, Israel
Proceedings of the Informing Science and Information Technology Education Conference, ISSN 1535-0703 Publisher: Informing Science Institute
Web technology offers lecturers the option of checking students’ assignments online. Several systems have evolved to deliver personal assignments to each student in a multi-participant course. These systems provide students with immediate feedback, allowing them to correct erroneous answers and referring them to relevant literary sources that can assist them with their assignments. These strategies influence the lecturers’ teaching and their ability to respond to students’ difficulties in real-time. The study examines student attitudes concerning the integration of the WebAssign (WA) Online Assignment Checker (OAC) in the teaching of academic courses. An on-line questionnaire investigated attitudes of 75 engineering students studying introductory academic courses assisted by OAC. The questionnaire included the following six dimensions: involvement and interest, understanding the studied material, lecturers’ consideration of students’ difficulties, importance of the course, tutorial methods and dishonest assignment submission. Significant findings emerged for attitudes in three dimensions. The students think that OAC assist lecturers to relate to their difficulties, contribute to their success in the course, and do not encourage cheating such as copying. No preference was found between submitting homework in hardcopy or online.
Pundak, D., Shacham, M. & Herscovitz, O. (2013). Integrating Online Assignments Checking in Introductory Courses. In E. Cohen & E. Boyd (Eds.), Proceedings of Proceedings of the Informing Science and Information Technology Education Conference 2013 (pp. 191-202). Informing Science Institute.
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