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stanri
stanri
09:31
@OpalE in my case, I think it was purely down to logistics. Marking (or paying people to mark) 2000 students worth of weekly homework questions just is impractical for everyone involved. Even just keeping track of who has returned the weekly set of homework questions would be impractical.
That said, we did have 'tutorial' classes run by TAs where students were split up into small-ish groups (100 or so?) and got to ask the TA questions, work through the homework answers, get help. Those were also voluntary (maybe there was a requirement to go to, like, 4 of them a semester or something?). I …
 
7 hours later…
Opal E
Opal E
16:58
@22286 I think the assumption you're making is that these students sucked at high school. Many of them left with high grades, but without having been taught how to learn! If I teach this to them in year 1 of college knowing they didn't learn it in high school, the end result is more people who are likely to develop the motivation to finish their college degree, and more motivated and educated people in society. Requiring homework does not diminish the value of self-motivation, but teach it.
@stanri These days for classes below proofs there are automatically-graded online exercises, and no marking is required. These sorts of exercises are easy to cheat, which is a reason to make them worth very little of the final grade, but requiring them does teach habit development.
 
4 hours later…
22286
22286
20:58
@OpalE I think it's safe to assume they were required to do homework in highschool too. Why should practices in highschool and college be the same, but you expect different results?

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