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Online Homework for Agricultural Economics Instruction: Frankenstein’s Monster or Robo TA?

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  • Dahlgran, Roger A.

Abstract

This paper describes the programming required for online homework, evaluates its use, and presents methods for student identification and for processing student input. Online homework applications were evaluated in a real class setting. Generally, online homework is cost effective for large classes that have numerous assignments and repeated usage. Online homework appears to increase learning through increased student study-time allocations. Students felt that online homework made course website interaction more productive. They also indicated that online homework increased their perception of the value of lectures and that its use in other courses would be welcome. All findings were highly statistically significant.

Suggested Citation

  • Dahlgran, Roger A., 2008. "Online Homework for Agricultural Economics Instruction: Frankenstein’s Monster or Robo TA?," Journal of Agricultural and Applied Economics, Southern Agricultural Economics Association, vol. 40(1), pages 1-12, April.
    • Handle: RePEc:ags:joaaec:45510
    DOI: 10.22004/ag.econ.45510
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    File URL: https://ageconsearch.umn.edu/record/45510/files/jaae-40-01-105.pdf
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    References listed on IDEAS

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    1. William L. Goffe & Kim Sosin, 2005. "Teaching with Technology: May You Live in Interesting Times," The Journal of Economic Education, Taylor & Francis Journals, vol. 36(3), pages 278-291, July.
    2. Barkley, Andrew P., 2002. "An Analysis of Online Examinations in College Courses," Journal of Agricultural and Applied Economics, Cambridge University Press, vol. 34(3), pages 445-458, December.
    3. Connor, Larry J., 2005. "Design and Management of Teaching Programs With Survival In Mind," Journal of Agricultural and Applied Economics, Southern Agricultural Economics Association, vol. 37(2), pages 1-9, August.
    4. Rajshree Agarwal & A. Edward Day, 1998. "The Impact of the Internet on Economic Education," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 99-110, June.
    5. Kurt Stephenson & Dixie Watts Reaves & Anya McGuirk & Harold Deskins, 2001. "Assessments of the Educational Value of Web-Based Instructional Tools for Introductory Agricultural Economic," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 23(2), pages 492-509.
    6. Becker, William E & Watts, Michael, 1996. "Chalk and Talk: A National Survey on Teaching Undergraduate Economics," American Economic Review, American Economic Association, vol. 86(2), pages 448-453, May.
    7. repec:ags:joaaec:v:34:y:2002:i:3:p:445-458 is not listed on IDEAS
    8. Michelle Albert Vachris, 1999. "Teaching Principles of Economics without “Chalk and Talk”: The Experience of CNU Online," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(3), pages 292-303, January.
    9. Connor, Larry J., 2005. "Design and Management of Teaching Programs With Survival In Mind," Journal of Agricultural and Applied Economics, Cambridge University Press, vol. 37(2), pages 489-497, August.
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    Cited by:

    1. Carlos Cortinhas, 2017. "Does formative feedback help or hinder students? An empirical investigation," Discussion Papers 1701, University of Exeter, Department of Economics.

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