This article describes online homework assignments, named Virtual Voyages, that were designed to more actively engage students with course material in a large-sized, introductory geoscience course. The assignments are accessed via the internet and a course-management system where students answer questions and are graded while online. The author describes the positive reaction of students, a subsequent increase in test scores and indicates ways that the technique can be generalized beyond introductory oceanography.
The journal website includes a link to the abstract.
