scholarly journals Two Open-Ended, Experiential Learning Cases In Accounting

2010 ◽  
Vol 3 (11) ◽  
pp. 23-30 ◽  
Author(s):  
Jayne Fuglister ◽  
Matthew Stegmoyer ◽  
Renee Castrigano
Keyword(s):  
Experiential Learning ◽  
International Business ◽  
Online Courses ◽  
International Accounting ◽  
Changing Environment ◽  
Excellent Opportunity ◽  
Traditional Courses

The rapidly changing environment in international business provides an excellent opportunity for instructors to design timely, adaptable, experiential learning, and open-ended cases. This paper presents and discusses how to prepare and use two such cases in the areas of bank accounting and international accounting.  The cases can be offered and re-offered until the subjects are no longer relevant or interesting.  The structured spreadsheets are easily adapted to other topics for other times and other classes, not just accounting classes.  These two cases have been used in online courses as well as traditional courses. 

scholarly journals Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Sheri Anderson ◽  
Yu-Chang Hsu ◽  
Judy Kinney
Keyword(s):  
Instructional Design ◽  
Performance Analysis ◽  
Experiential Learning ◽  
Empirical Data ◽  
Exploratory Study ◽  
Online Courses ◽  
Learning Activities

Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited research on experiential learning in online courses as well as empirical data to assist with the instructional design of the experiential learning activities. The primary goal of this article is to demonstrate the use of importance- performance analysis to guide the instructional design of experiential learning activities.

Classroom Preferences

2010 ◽  
pp. 1268-1279
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Instruction ◽  
Online Courses ◽  
Retention Rates ◽  
Online Course ◽  
Online Programs ◽  
Traditional Courses ◽  
Course Offerings

Advances in technology have enabled instructors to design online courses that better meet the needs of students. Online courses generally are adaptations of traditional courses; some courses are more suitable for such online instruction. As the trend of online course offerings continues, universities must understand factors that lead to students’ preferences since online courses can be costly to develop and implement and inappropriate online coursescan lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

Factors Encouraging or Discouraging Students from Taking Online Classes

2010 ◽  
pp. 55-67 ◽  
Author(s):  
Chuleeporn Changchit ◽  
Tim Klaus
Keyword(s):  
Student Retention ◽  
Online Courses ◽  
Communication Technologies ◽  
Retention Rates ◽  
Online Classes ◽  
Continuing Higher Education ◽  
Online Programs ◽  
Individual Variations ◽  
Traditional Courses ◽  
Use Of The Internet

Advances in communication technologies, such as widespread use of the Internet, have opened new avenues for continuing higher education. These advances have allowed educators to provide for and satisfy individual variations in learning. Generally, online courses are adaptations of traditional courses; some courses are more suitable than others for such online instruction. As the trend to offer online courses continues, understanding the factors that lead to students’ preference can be useful. Online courses can be costly to develop and to implement, and inappropriately designating courses for online participation can lead to lower student retention rates. This study focuses on students’ perceptions of online courses. The results identify issues that affect students’ perceptions, and this study concludes by suggesting ways for universities to design online programs that better suit the desires of students.

Investigating different options in course delivery – traditional vs online: is there another option?

2018 ◽  
Vol 35 (4) ◽  
pp. 230-239 ◽  
Author(s):  
Ashley Hass ◽  
Mathew Joseph
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Online Courses ◽  
Content Type ◽  
Liberal Arts University ◽  
Face To Face ◽  
Traditional Courses ◽  
Southwest Region ◽  
Southwest Usa

Purpose The purpose of this paper is to examine students’ perceptions of online vs traditional (face-to-face) course offerings at the business school of a liberal arts university in southwest USA. The research compares perceptions of students who have been subjected to online education along with those who have not been exposed to online education and examines likelihood to take online courses. Design/methodology/approach Paper and pencil surveys were distributed in different classes in business classes at a university in southwest USA. The target group was undergraduate students. Findings The results indicate that overall, students have neutral perceptions about online courses, while favorable perceptions are strongly associated with likelihood to take online courses. Moreover, prior exposure with online courses is not a significant factor in forming favorable perceptions about online courses. Research limitations/implications The present research is limited in generalizability and the institution surveyed in the southwest region is new to online courses offering in their curriculum and not all the participants had prior experience with online courses. Originality/value Although this paper compares online education with traditional, another option for methods of education include hybrid models incorporating both. A possible third option not discussed through this research is a hybrid or blended learning course, a combination of both online and traditional courses. This opens the options for the student, as hybrid courses can be built with many different options. One includes using technology for “screencasts” or lectures online.

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