Online Homework in Engineering Mathematics: Can We Narrow the Performance Gap?

Authors

  • Mikko Vasko Karlsruhe University of Applied Sciences
  • Stefan Ritter Karlsruhe University of Applied Sciences
  • Gottfried Metzger Karlsruhe University of Applied Sciences

DOI:

https://doi.org/10.3991/ijep.v8i1.7526

Keywords:

computer aided learning, didactics (pedagogy) of higher education, engineering education, mathematics education

Abstract


In this study we examine the introduction of online homework in a first-semester engineering mathematics course at a German university of applied sciences. The aim of the study was to find out whether students in general and students with low incoming mathematics skills in particular benefit from graded online homework. We found a high correlation between the number of online homework problems correctly solved and exam results, but also between placement test scores and exam results. Furthermore, we found that students with high placement test scores were more likely to use online homework regularly. We conclude that although online homework can promote successful student learning, further efforts are necessary to ensure completion of homework especially by students with low placement test scores.

Author Biographies

Mikko Vasko, Karlsruhe University of Applied Sciences

Projekt SKATING

Stefan Ritter, Karlsruhe University of Applied Sciences

Professor for engineering mathematics at the Faculty of Electrical Engineering and Information Technology

Gottfried Metzger, Karlsruhe University of Applied Sciences

Projekt SKATING

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Published

2018-02-28

How to Cite

Vasko, M., Ritter, S., & Metzger, G. (2018). Online Homework in Engineering Mathematics: Can We Narrow the Performance Gap?. International Journal of Engineering Pedagogy (iJEP), 8(1), pp. 29–42. https://doi.org/10.3991/ijep.v8i1.7526

Issue

Vol. 8 No. 1 (2018)

Section

Papers

License

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