Online Homework versus Intelligent Tutoring Systems: Pedagogical Support for Transaction Analysis and Recording
2011 ◽
Vol 26
(1)
◽
pp. 87-97
◽
Keyword(s):
ABSTRACT: Prior research demonstrates that students learn more from homework practice when using online homework or intelligent tutoring systems than a paper-and-pencil format. However, no accounting education research directly compares the learning effects of online homework systems with the learning effects of intelligent tutoring systems. This paper presents a quasi-experiment that compares the two systems and finds that students’ transaction analysis performance increased at a significantly faster rate when they used an intelligent tutoring system rather than an online homework system. Implications for accounting instructors and researchers are discussed.
2011 ◽
pp. 208-236
◽
1994 ◽
Vol 38
(13)
◽
pp. 789-792
2007 ◽
Vol 2
(1)
◽
pp. 48
◽
2013 ◽
Vol 8
(3)
◽
pp. 22-33
2013 ◽
Vol 28
(3)
◽
pp. 513-535
◽
2016 ◽
Vol 60
(1)
◽
pp. 1981-1985
◽