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Abstract: Years ago, most supplemental materials that accompanied mathematics textbooks were only solution manuals to practice problems at the end of each section. As the technology has changed rapidly in recent years, many textbook authors and publishers have developed various resources in different formats, such as online homework systems, course videos, step-by-step processes, and animations to demonstrate important concepts to students. Utilizing these resources in both teaching and learning of collegiate mathematics has become more and more common at colleges and universities in the United States. However, learning mathematics solely through alternate venues still presents various challenges to students as well as instructors. In this paper, we survey two online homework systems: MyMathLab by Pearson, and WebAssign by Cengage Learning (formerly Brooks Cole) and North Carolina State University. Due to the differences among textbooks, we mainly focus on the following two textbooks: MyMathLab: Calculus and Its Applications, 10/E, by Bittinger, Ellenbogen & Surgent WebAssign: Essential Calculus: Early Transcendentals, by James Stewart In detail, we will illustrate the basic setup of these systems, compare different functions and resources that assist students to complete their homework, assess accompanied course management systems, such as grade books, and discuss advantages and disadvantages of both systems from personal experiences.
Keywords: online homework, course management, mathematics education
1. Introduction
Faculty in most colleges and universities are challenged to meet individualized learning needs for larger class sizes and a more diverse and less prepared population. Therefore, online homework systems are increasing in popularity as class sizes grow and funds for graders and assistants shrink. All such systems give students access to a website with homework questions chosen by their instructors. Answers can be both algebraic expressions and numerical values. In particular, studies have indicated positive student learning outcomes when these systems are incorporated into mathematics education (Bulter & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007; Zerr, 2007).
Depending on the software features and customization, tutorials, help, and multiple attempts are incorporated into these assignments and instant feedback is given when a student submits an answer. Grades are calculated continually so that students know exactly where they stand at any point in the semester. Video tutorials, PowerPoint slides, chat rooms, and online support are also available with many of the...