Preview

Informatics and education

Advanced search

What future for digital homework: Literature review

https://doi.org/10.32517/0234-0453-2021-36-6-51-59

Abstract

Digital homework today is an observable fact of school practice, which resulted from the distance learning experience during the COVID-19 pandemic and the development of online platforms that provide EdTech products of this kind. Yet, not enough reflection of this issue has happened so far. The article attempts to summarise recent research on homework to answer the question: what kind of digital homework has the potential to improve teaching and learning? First, the article compares research findings on the effect of homework and homework-related teaching practices to outline deficiencies in three aspects of homework: the quality of homework, the quality of feedback, and autonomy support. Then it demonstrates digital homework variability using the SAMR model. Finally, the author suggests solutions for three named aspects of homework on different levels of the SAMR model. For homework quality, higher levels of technology integration bring new task designs and more complex learning objectives. For feedback quality, it means being able to collect and employ learning data which was impossible earlier. For autonomy support, it makes homework relevant to students’ goals and interests. Recommendations provided might be helpful for the design and development of new educational technologies, as well as for better use of digital homework in teaching practice.

About the Author

E. A. Efimova
National Research University Higher School of Economics
Russian Federation

Evgeniia A. Efimova, a postgraduate student, Analyst at the Laboratory for Curriculum Design, Institute of Education, Moscow



References

1. Исаева Н. В., Каспржак А. Г., Кобцева А. А., Цатрян М. А. Школьный Барометр. COVID-19: ситуация с учением и обучением в российских школах. Аналитический бюллетень НИУ ВШЭ об экономических и социальных последствиях коронавируса в России и в мире. М.: ВШЭ; 2020. С. 92–109. Режим доступа: https://www.hse.ru/data/2020/06/19/1607522628/HSE_Covid_06_2020_4_3.pdf

2. Абанкина И. В., Вавилова А. А., Зиньковский К. В., Семенова К. А., Суркова Н. Е. Цыплят по осени считают: уроки COVID-19 для школ. М.: ВШЭ; 2020. 52 с. Режим доступа: https://ioe.hse.ru/pubs/share/direct/408107250.pdf

3. Добрякова М. С., Юрченко О. В. Дистанционное обучение в школе: три уровня коммуникативных трудностей. Мониторинг экономики образования. Информационно-аналитические материалы по результатам статистических и социологических обследований. М.: ВШЭ; 2021. 10 с. Режим доступа: https://www.hse.ru/data/2021/04/09/1391475392/release_14_2021.pdf

4. Кожевников Н. А., Карлов И. А. Динамика провайдеров цифровых образовательных ресурсов и сервисов в период перехода образовательных организаций на дистанционную форму обучения. Мониторинг экономики образования. Информационно-аналитические материалы по результатам статистических и социологических обследований. М.: ВШЭ; 2021. 7 с. Режим доступа: https://www.hse.ru/data/2021/01/28/1404177742/release_5_2021.pdf

5. Адамович К. А., Капуза А. В., Горбунова А. А. Учащиеся начальных классов и их педагоги в цифровой среде. М.: ВШЭ; 2020. 32 с. Режим доступа: https://ioe.hse.ru/pubs/share/direct/409670836.pdf

6. Плаксин С. М., Жулин А. Б., Фаризова С. А. «Черный лебедь» в белой маске. Аналитический доклад НИУ ВШЭ к годовщине пандемии COVID-19. М.: ВШЭ; 2021. 336 с. Режим доступа: https://www.hse.ru/mirror/pubs/share/456528716.pdf

7. Королева Д. О., Хавенсон Т. Е., Акаева К. И., Науширванов Т. Взаимодействие российских школ с EdTechкомпаниями в период массового перехода на дистанционное обучение. М.: ВШЭ; 2020. 9 с. Режим доступа: https://www.hse.ru/data/2020/09/13/1579762251/Выпуск%2014-2020%20Взаимодействие%20российских..ехода%20на%20дистанционное%20обучение.pdf

8. Cooper H. Homework. Longman; 1989. DOI: 10.1037/11578-000

9. Cooper H., Robinson J. C., Patall E. A. Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research. 2006;76(1):1–62. DOI: 10.3102/00346543076001001

10. Falch T., Rønning M. Homework assignment and student achievement in OECD countries. Discussion Papers. 2012;(711):36. Available at: https://www.ssb.no/a/publikasjoner/pdf/DP/dp711.pdf

11. Fan H., Xu J., Cai Z., He J., Fan X. Homework and students’ achievement in math and science: A 30-year meta-analysis, 1986–2015. Educational Research Review. 2017;(20):35–54. DOI: 10.1016/j.edurev.2016.11.003

12. Trautwein U. The homework-achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction. 2007;17(3):372–388. DOI: 10.1016/j.learninstruc.2007.02.009

13. Fernández-Alonso R., Suárez-Álvarez J., Muñiz J. Adolescents’ homework performance in mathematics and science: Personal factors and teaching practices. Journal of Educational Psychology. 2015;107(4):1075–1085. DOI: 10.1037/edu0000032

14. Fernández-Alonso R., Álvarez-Díaz M., Suárez- Álvarez J., Muñiz J. Students’ achievement and homework assignment strategies. Frontiers in Psychology. 2017;8:286. DOI: 10.3389/fpsyg.2017.00286

15. Dettmers S., Trautwein U., Lüdtke O., Kunter M., Baumert J. Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology. 2010;102(2):467–482. DOI: 10.1037/a0018453

16. Rosário P., Núñez J. C., Vallejo G., Nunes T., Cunha J., Fuentes S., Valle A. Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality. Contemporary Educational Psychology. 2018;(53):168–180. DOI: 10.1016/j.cedpsych.2018.04.001

17. Xu J. Individual and class-level factors for middle school students’ interest in math homework. Learning and Motivation. 2020;(72). DOI: 10.1016/j.lmot.2020.101673

18. Eccles J. S., Wigfield A. Motivational beliefs, values, and goals. Annual Review of Psychology. 2002;53:109–132. DOI: 10.1146/annurev.psych.53.100901.135153

19. Carr N. S. Increasing the effectiveness of homework for all learners in the inclusive classroom. School Community Journal. 2013;23(1):169–182. Available at: https://www.adi.org/journal/2013ss/carrspring2013.pdf

20. Yang F., Xu J. A psychometric evaluation of teacher homework involvement scale in online learning environments. Current Psychology. 2019;38(6):1713–1720.

21. Epstein J. L., Van Voorhis F. L. More than minutes: Teachers’ roles in designing homework. Educational Psychologist. 2001;36(3):181–193. DOI: 10.1207/S15326985EP3603_4

22. Rosário P., Núñez J. C., Vallejo G., Cunha J., Nunes T., Mourão R., Pinto R. Does homework design matter? The role of homework’s purpose in student mathematics achievement. Contemporary Educational Psychology. 2015;(43):10–24. DOI: 10.1016/j.cedpsych.2015.08.001

23. Zakharov A., Carnoy M., Loyalka P. Which teaching practices improve student performance on high-stakes exams? Evidence from Russia. International Journal of Educational Development. 2014;(36):13–21. DOI: 10.1016/j.ijedudev.2014.01.003

24. Rosário P., Cunha J., Nunes T., Nunes A. R., Moreira T., Núñez J. C. “Homework should be… but we do not live in an ideal world”: Mathematics teachers’ perspectives on quality homework and on homework assigned in elementary and middle schools. Frontiers in psychology. 2019;(10):224. DOI: 10.3389/fpsyg.2019.00224

25. Fitzmaurice H., Flynn M., Hanafin J. Primary teachers’ homework practices: Identity, expectations, policies and cultural values. Issues in Educational Research. 2020;30(3):897–919. Available at: http://www.iier.org.au/iier30/fitzmaurice.pdf

26. Kukliansky I., Shosberger I., Eshach H. Science teachers’voice on homework: beliefs, attitudes, and behaviors. International Journal of Science and Mathematics Education. 2016;(14):229–250. DOI: 10.1007/s10763-014-9555-8

27. Núñez J. C., Suárez N., Rosário P., Vallejo G., Cerezo R., Valle A. Teachers’ feedback on homework, homeworkrelated behaviors, and academic achievement. The Journal of Educational Research. 2015;108(3):204–216. DOI: 10.1080/00220671.2013.878298

28. Rosário P., Núñez J. C., Vallejo G., Cunha J., Nunes T., Suárez N., Fuentes S., Moreira T. The effects of teachers’ homework follow-up practices on students’ EFL performance: a randomized-group design. Frontiers in Psychology. 2015;(6):1528. DOI: 10.3389/fpsyg.2015.01528

29. Cunha J., Rosário P., Núñez J. C., Vallejo G., Martins J., Högemann J. Does teacher homework feedback matter to 6th graders’ school engagement?: A mixed methods study. Metacognition and Learning. 2019;(14):89–129. DOI: 10.1007/s11409-019-09200-z

30. Zhu Y., Leung F. K. S. Homework and mathematics achievement in Hong Kong: Evidence from the TIMSS 2003. International Journal of Science and Mathematics Education. 2012;(10):907–925. DOI: 10.1007/s10763-011-9302-3

31. Cunha J., Rosário P., Núñez J. C., Nunes A. R., Moreira T., Nunes T. “Homework feedback is…”: Elementary and middle school teachers’ conceptions of homework feedback. Frontiers in Psychology. 2018;(9):32. DOI: 10.3389/fpsyg.2018.00032

32. Katz I., Kaplan A., Gueta G. Students’ needs, teachers’ support, and motivation for doing homework: A crosssectional study. The Journal of Experimental Education. 2009;78(2):246–267. DOI: 10.1080/00220970903292868

33. Vincent-Lancrin S., Urgel J., Kar S., Jacotini G. Measuring innovation in education 2019. What has changed in the classroom? Educational Research and Innovation. DOI: 10.1787/20769679

34. Reeve J. Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist. 2009;44(3):159–175. DOI: 10.1080/00461520903028990

35. Deci E. L., Ryan R. M. The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry. 2000;11(4):227–268. DOI: 10.1207/S15327965PLI1104_01

36. Feng X., Xie K., Gong S., Gao L., Cao Y. Effects of parental autonomy support and teacher support on middle school students’ homework effort: Homework autonomous motivation as mediator. Frontiers in Psychology. 2019;(10):612. DOI: 10.3389/fpsyg.2019.00612

37. AeltermanN., VansteenkisteM., HaerensL., SoenensB., Fontaine J. R. J., Reeve J. Toward an integrative and finegrained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology. 2019;111(3):497–521. DOI: 10.1037/edu0000293

38. Reeve J., Jang H., Carrell D., Jeon S., Barch J. Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion. 2004;(28):147–169. DOI: 10.1023/B:MOEM.0000032312.95499.6f

39. Patall E. A., Hooper S., Vasquez A. C., Pituch K. A., Steingut R. R. Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction. 2018;(58):220–231. DOI: 10.1016/j.learninstruc.2018.07.004

40. Zhou L.-H., Ntoumanis N., Thøgersen-Ntoumani C. Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator. Contemporary Educational Psychology. 2019;(58):323–330. DOI: 10.1016/j.cedpsych.2019.05.001

41. Magalhães P., Ferreira D., Cunha J., Rosário P. Online VS traditional homework: A systematic review on the benefits to students’ performance. Computers & Education. 2020;(152). DOI: 10.1016/j.compedu.2020.103869

42. Puentedura R. R. SAMR and TPCK: Intro to advanced practice. 2010. Available at: http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf

43. Zhai X. Practices and theories: How can machine learning assist in innovative assessment practices in science education. Journal of Science Education and Technology. 2021;(30):139–149. DOI: 10.1007/s10956-021-09901-8


Review

For citations:


Efimova E.A. What future for digital homework: Literature review. Informatics and education. 2021;(6):51-59. (In Russ.) https://doi.org/10.32517/0234-0453-2021-36-6-51-59

Views: 992


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


ISSN 0234-0453 (Print)
ISSN 2658-7769 (Online)