Abstract In recent years, a strong investment has been made to equip schools with technology for educational purposes, leading to some transformations in teachers' practices. In this context, apart from traditional format, there are online platforms available for teachers to assign and monitor homework completed by students. Literature has described the benefits of online homework for teachers when compared with traditional homework. Still, evidence of the benefits for students when compared with traditional homework is scattered. Thus, the current study aimed to conduct a systematic review on online homework and traditional homework, with the goal of learning the methodological features of the studies comparing both homework formats and understanding which of the two benefits most students' performance. Following a review protocol, 31 studies were included and categories such as participants, duration of intervention, and course domain were described. Results showed that most studies used a convenience sample in a between-subject design, included college students, used non-standardized instruments, and presented a wide range of number of participants, duration of intervention, course domain, and approaches to implement the online homework. Additionally, half of the studies showed no differences in terms of student performance as a function of the format of delivery of homework. In nine studies students’ performance was higher in the online compared with the traditional homework format, and only one study showed the opposite result. Lastly, six studies reported mixed results. Based on results, educational implications are discussed, as well as suggestions for future research.

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在线与传统家庭作业：对学生成绩益处的系统评价

摘要 近年来，为学校配备教育技术进行了大量投资，导致教师实践发生了一些转变。在这种情况下，除了传统的形式外，教师还可以使用在线平台来分配和监控学生完成的家庭作业。文献描述了与传统作业相比，在线作业对教师的好处。尽管如此，与传统家庭作业相比，学生受益的证据还很分散。因此，当前的研究旨在对在线作业和传统作业进行系统回顾，目的是了解比较两种作业形式的研究的方法特征，并了解这两种形式中哪一种对学生的表现最有利。遵循审查协议，包括 31 项研究，并描述了诸如参与者、干预持续时间和课程领域等类别。结果表明，大多数研究在学科间设计中使用便利样本，包括大学生，使用非标准化工具，并展示了广泛的参与者数量、干预持续时间、课程领域和实施在线作业的方法. 此外，一半的研究表明，在学生表现作为家庭作业交付形式的函数方面没有差异。在九项研究中，与传统的家庭作业形式相比，学生在网上的表现更高，只有一项研究显示出相反的结果。最后，六项研究报告了不同的结果。根据结果​​，讨论了教育意义，以及对未来研究的建议。