To the editor: Researcher Joyce L. Epstein of Johns Hopkins Faculty of Training factors out that college students don’t want extra homework, however do want higher homework (“Homework faces an existential disaster. Has AI made it pointless?,” Oct. 25). I wholeheartedly agree along with her.
In 1996, USC’s Faculty of Training accepted my PhD dissertation on evaluating the results of teacher-directed homework with student-centered homework. Supporting college students to create and collaborate on designing their very own homework assignments encourages higher-order pondering abilities and higher-quality homework return charges.
Offering student-centered studying alternatives based mostly on genuine, significant, assisted studying experiences is often a part of a powerful instructing curriculum for our extremely gifted college students. Synthetic intelligence is solely a instrument to acquire these similar targets for all of our college students.
Susan Kogan, Rancho Mission Viejo
