Genesis of an Online Course

Abstract

This paper presents a descriptive and evaluative analysis of the transformation of a face-to-face graduate tax accounting course to an online course. One hundred fifteen students completed the compressed six-week class in 2001 and 2002 using WebCT, classroom environment software that facilitates the creation of webbased educational environments. The paper provides a description of the required technology tools and the class conduct. The students used a combination of asynchronous and synchronous learning methods that allowed them to complete the coursework on a self-determined schedule, subject to semi-weekly quiz constraints. The course material was presented in content pages with links to Excel® problems, Flash examples, audio and video files, and self-tests. Students worked the quizzes and then met in their groups in a chat room to resolve differences in answers. Student surveys indicated satisfaction with the learning methods.

The Extent to Which Students Have Sufficient Awareness of E-Learning and its Relation to Self-Studying and Academic Achievement

“…Moreover, an integrated E-learning platform, providing many web-based, multi-platform tools, is introduced based on knowledge management. Dunbar (2004) described and analyzed the transformation of a face-to face course to an online course using an online learning platform, WebCT. The survey asked students about their preference to have a live instructor or to take the class online.…”

The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

“…Dunbar (2004) argues that one of the greatest challenges of online course delivery is the 6 reduced interaction between student and teacher. She cites numerous reports of student evaluations where restricted availability on the part of the instructor was the greatest weakness of the class.…”

Accounting education literature review (2003–2005)

“…Marriott et al suggested the students interviewed have already expressed their preference for a face-to-face form of educational experience and that they would only endorse Internet usage that supported the traditional delivery of courses. Dunbar (2004) described and analyzed the transformation of a graduate tax course from a face-to-face to an online course. Subjects included 115 students who took a compressed six-week class facilitated by WebCT during the summers of 2001 and 2002.…”