This study examines the nature of web-based homework (WBH) by identifying the various factors inherent in the WBH learning environment and their impact on the performance of students. A primary contribution of this study is the longitudinal nature of the research to investigate how student perceptions change during the course of an academic semester. Our working definition of WBH is a web-based learning environment where students solve homework problems and receive instantaneous feedback on their progress and performance. Current research does not know the answer to critical questions such as: What are the factors in a WBH learning environment? What is its impact on student learning? How does this impact change during the course of an academic term? Based on the literature review, several theories from four disciplines, including education, psychology, technology and sociology were used to develop a theory-driven view of the WBH learning environment. The data suggest that mastery motives, engagement, locus of control, performance goals, self-efficacy, technical-efficacy, usefulness, lazy user, frustration, cooperative learning, perceived ability and GPA are relevant factors in a WBH learning environment and they impact student performance through the course of an academic semester. This study also found that the strength of these relationships change over the course of the semester. Future research will extend the study across disciplines and student bodies to extend the generalizability of the study.
|Commitee:||Arrington, C. Edward, Jones, III, Ambrose, O'Sullivan, Rita, Zhao, Xia|
|School:||The University of North Carolina at Greensboro|
|Department:||School of Business & Economics: Information Systems and Operations Management|
|School Location:||United States -- North Carolina|
|Source:||DAI-B 72/02, Dissertation Abstracts International|
|Subjects:||Information Technology, Educational technology, Higher education|
|Keywords:||Computer mediated, Exploratory study, Lazy users, Motivation, Web-based homework|
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