The Cost of Doing Homework: Online Homework Systems with Access Codes from a Social Justice Perspective

Authors

DOI:

https://doi.org/10.46328/ijtes.547

Keywords:

Online homework systems, Commercial courseware, Postsecondary students

Abstract

The use of online homework systems that require the purchase of an access code has become widespread. The purpose of this study is to examine student experiences with and perceptions of online homework systems with access codes. Postsecondary students (N = 966) completed a survey about the financial costs, perceptions of quality, engagement with, and learning with online homework systems. Most students (79.5%) indicated that they had been required to purchase an access code for an online homework system. Of those who had been required to purchase an access code, 29.4% reported their grade was hurt because they could not afford an access code. Students reported online homework systems were moderately helpful for learning. When considering students who have been historically underserved by higher education, Black students reported more courses with required access codes for homework and reported that online homework systems were more helpful than other students. Latino/a/x students were more likely to report their grades were hurt by not affording access codes (47.9%) than other students. First-generation students reported they avoided courses with online homework systems (36.9%) more than continuing-generation students (23.9%). Overall, the findings indicate that the cost of online homework systems is a barrier to education, and alternatives should be further developed and promoted.

Author Biographies

Virginia Clinton-Lisell, University of North Dakota

Dr. Virginia Clinton-Lisell began her career in education as an ESL teacher in New York City. She then obtained her PhD in Educational Psychology with a minor in Cognitive Science at the University of Minnesota where she was trained in educational research. She has published over 50 articles in education research and teaches courses in education research, program evaluation, and psychological foundations of education. Her current research focuses on the psychology of reading comprehension and open education. She is an Associate Professor in Educational Foundations and Research at the University of North Dakota and Rose Isabella Kelly Fischer Endowed Professor.

Alison E. Kelly, University of North Dakota

Alison Kelly is an Associate Professor of Psychology at the University of North Dakota. She is affiliated with the General/Experimental and Forensic Psychology graduate programs and teaches a mixture of undergraduate and graduate courses. Her research interests are primarily in the scholarship of teaching and learning (SoTL), and include open pedagogy, inclusive pedagogy, and the intersection of social psychology and education.

References

Clinton-Lisell, V. & Kelly, A. E. (2024). The cost of doing homework: Online homework systems with access codes from a social justice perspective. International Journal of Technology in Education and Science (IJTES), 8(2), 296-310. https://doi.org/10.46328/ijtes.547

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Published

2024-04-13

Issue

Vol. 8 No. 2 (2024)

Section

Articles

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