scholarly journals A Comparison Of Student Performance In An Online Introductory Accounting Course With Traditional Classroom Students

2008 ◽  
Vol 4 (5) ◽  
pp. 1-8 ◽  
Author(s):  
Charles T. Stivason ◽  
Gary Saunders ◽  
Jean B. Price
Keyword(s):  
Student Performance ◽  
Traditional Classroom ◽  
Introductory Accounting

The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

2017 ◽  
Vol 32 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Dianne Massoudi ◽  
SzeKee Koh ◽  
Phillip J. Hancock ◽  
Lucia Fung
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
International Student ◽  
Multiple Choice ◽  
Financial Accounting ◽  
Accounting Students ◽  
Multiple Choice Questions ◽  
Learning Resource ◽  
Examination Performance ◽  
Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

scholarly journals Blended learning in medical physiology improves nursing students’ study efficiency

2018 ◽  
Vol 42 (4) ◽  
pp. 711-717 ◽  
Author(s):  
Feifei Shang ◽  
Chuan-Yong Liu
Keyword(s):  
Nursing Students ◽  
Student Performance ◽  
Communication Networks ◽  
Rapid Development ◽  
Independent Study ◽  
Traditional Classroom ◽  
Online Course ◽  
University Campuses ◽  
College And University ◽  
Blended Course

The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor’s level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students’ study experience.

Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

2006 ◽  
Vol 21 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Michael W. Hubble ◽  
Michael E. Richards
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Student Performance ◽  
Classroom Environment ◽  
Educational Process ◽  
Traditional Classroom ◽  
Classroom Setting ◽  
Online Students ◽  
Convenience Sample ◽  
Significant Difference

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

scholarly journals Teaching Programming Via The Web: A Time-Tested Methodology

2011 ◽  
Vol 1 (3) ◽  
pp. 73 ◽  
Author(s):  
Rex Karsten ◽  
Shashidhar Kaparthi ◽  
Roberta M. Roth
Keyword(s):  
Student Performance ◽  
Information And Communication Technologies ◽  
Online Teaching ◽  
Learning Experience ◽  
Communication Technologies ◽  
Traditional Classroom ◽  
Business Applications ◽  
Traditional Courses ◽  
The World ◽  
Information And Communication

Advances in information and communication technologies give us the ability to reach out beyond the time and place limitations of the traditional classroom. However, effective online teaching is more than just transferring traditional courses to the World Wide Web (WWW). We describe how we have used off the shelf software and the infrastructure that is available via the WWW to develop and deliver a complete learning experience in programming business applications using a popular programming language. The course is unique in its coordinated use of traditional and nontraditional materials to introduce and explain difficult programming constructs. Student performance, job placement, and feedback have confirmed the convenience and effectiveness of this method.

Impact of Structure of Early Practice on Student Performance in Transaction Analysis

2011 ◽  
Vol 27 (1) ◽  
pp. 101-112 ◽  
Author(s):  
Benny G. Johnson ◽  
Erik Slayter
Keyword(s):  
Student Performance ◽  
Cognitive Architecture ◽  
Financial Accounting ◽  
Simple Modification ◽  
Practice Group ◽  
Introductory Accounting ◽  
Time Period ◽  
Post Test ◽  
Transaction Analysis ◽  
Broad Variety

ABSTRACT In introductory accounting textbooks, virtually all end-of-chapter problems on transaction analysis follow the same familiar format: a collection of transactions performed by a given business during a specified time period. Modern research-based models of human cognitive architecture suggest, however, that this format is suboptimal for beginning students. An approach better aligned with this learning research would give students practice with one transaction type at a time before proceeding to problems involving a mixture of transaction types. An experiment was conducted to test this hypothesis by randomly assigning students in an introductory financial accounting course to one of two practice conditions: conventional textbook problems and “targeted practice” in which the same transactions were grouped by type. All students were then given a conventional textbook problem as a post-test. During the practice phase, students in the targeted practice group analyzed transactions in less time and with greater accuracy than students who worked conventional problems. On the post-test, the total scores of the two groups were statistically equivalent; thus, the targeted practice group achieved the same level of performance more efficiently. However, on transactions requiring transfer of learning, the targeted practice group performed notably better, indicating these students were better able to apply knowledge gained during practice to a broad variety of transaction scenarios. The implications of this study are straightforward and practical: by making a very simple modification to the format of transaction analysis problems given to students early in the learning process, better learning outcomes can be obtained.

The Impact of an Online Homework Management System on Student Performance and Course Satisfaction in Introductory Financial Accounting

2016 ◽  
Vol 12 (3) ◽  
pp. 76-87 ◽  
Author(s):  
Victoria Fratto ◽  
Magda Gabriela Sava ◽  
Gregory J Krivacek
Keyword(s):  
Student Performance ◽  
Management System ◽  
Financial Accounting ◽  
Course Satisfaction ◽  
Educational Technologies ◽  
The Internet ◽  
Online Homework ◽  
Introductory Accounting ◽  
Improve Student Performance ◽  
The Impact

Educators in all disciplines are searching for effective educational technologies that help students learn. One technology that has evolved is the online homework management system. The online homework management system permits professors to use the Internet to assign homework problems that students can complete online. Since this system is automatic, students can receive feedback instantly. The researchers designed this study to determine if the use of an online homework management system as an educational complement was an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional accounting pedagogy. The results of this study show the use of an online homework management system is an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional pen-and-paper homework.

scholarly journals Does it Matter Where You Teach? Insights from a Quasi-Experimental Study on Student Engagement in an Active Learning Classroom

2020 ◽  
Vol 8 (2) ◽  
pp. 140-164
Author(s):  
Victoria Holec ◽  
Richelle Marynowski
Keyword(s):  
Experimental Study ◽  
Student Engagement ◽  
Active Learning ◽  
Student Performance ◽  
Course Design ◽  
Careful Consideration ◽  
Traditional Classroom ◽  
Fundamental Theory ◽  
Student Surveys ◽  
Quasi Experimental

Active learning has experienced a recent resurgence with the advent of specialized active learning classrooms. While the fundamental theory behind active learning is anything but new, a relatively recent finding is that active learning pedagogies thrive in suitable active learning classrooms. To date, studies of active learning have focused on outcomes such as student performance. The quasi-experimental study described in this article investigated self-ratings of student engagement as an outcome of active learning in active learning classrooms using a novel instrument that accounts for known factors of engagement in addition to the contribution of the learning environment—the classroom. We delineated the relative contributions of instructor, classmates, and classroom to self-rated student engagement through student surveys in both a traditional classroom and an active learning classroom in two highly similar courses with the same instructor. Our findings were that the configuration of the classroom had a direct influence on self-ratings of student engagement above and beyond instructor contributions. In this article, we describe these findings and how, with careful consideration of course design and a classroom that fits the instructor’s pedagogy, optimal levels of perceived student engagement can be achieved. This knowledge is important to future educational policy on construction and scheduling, as the resurgence of active learning in higher education increasingly reveals deficiencies in physical learning environments.

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