Integrating a virtual learning environment into a second‐year accounting course: determinants of overall student perception

Wells, Paul; Lange, Paul De; Fieger, Peter

doi:10.1111/j.1467-629x.2007.00249.x

Cited by 80 publications

(62 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Synchronous forums allow for a much higher level of interactivity than time-delayed or asynchronous forums. Wells et al (2008) find, however, that students are reluctant to engage in synchronous communication even though they embrace online course materials. Love and Fry (2006) suggest that this is because students consider online materials as a safety net rather than a supplementary learning tool.…”

Section: Online Learning Literature Reviewmentioning

confidence: 99%

“…In contrast, Perera and Richardson (2010) find the quantity of material accessed via asynchronous forums and the quantity of asynchronous discussion interaction, rather than time spent online per se, positively impacts final exam performance. Others find students perceive synchronous forums as either providing them with core material to fall back on or as a tutor communication (Love and Fry 2006), and as a result students are unwilling to participate in synchronous online activities (Wells et al 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Duncan

Kenworthy

McNamara

2012

Accounting Education

View full text Add to dashboard Cite

This paper examines the relationship between MBA students' performance and participation in two online environments: a synchronous forum (chat room) and an asynchronous forum (discussion board). The quality and quantity of students' participation is used to predict their final exam and course grade performance outcomes. We find that the total quality of students' participation is positively related to final exam performance but the total quantity of students' participation is related to overall course performance. We also find that synchronous engagement with the course (combined quality and quantity) drives these results and has twice the exam and grade impact relative to asynchronous course engagement. We conclude that encouraging high quality and frequent participation in both synchronous and asynchronous forums will help maximise student performance.

show abstract

Section: Online Learning Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Duncan

Kenworthy

McNamara

2012

Accounting Education

View full text Add to dashboard Cite

show abstract

“…Ginns and Ellis (2007) acknowledged the increasing pressure for greater integration of new technology into the student learning experience. Wells, de Lange and Fieger (2008) found that the use of technology in educational settings assists in the achievement of learning outcomes. Buzzetto-More (2008) and Sanders & Morrison-Shetlar (2002) report that student attitudes toward technology are influential in determining the educational benefits of online learning resources and experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Engagement with Online Resources and Its Impact on Learning Outcomes

Wong

2013

JITE:IIP

View full text Add to dashboard Cite

Executive SummaryThere is an increasing demand and expectation for universities to incorporate greater levels of technology into the design and delivery of their curriculum. From an academic perspective, it is of significant interest to determine whether the increased use and availability of online teaching resources have made a positive impact on students' academic performance and whether this is reflected in improved learning outcomes. This paper reports on the findings from a survey of first-year accounting students to assess the level of student engagement with online learning resources. The results indicate that, despite having three new online options readily available via WebCT, students expressed strong support for the traditional face-to-face approaches delivery as the more effective learning options. To determine whether the access to additional online resources had any impact in assisting the students' learning in this subject and potentially affecting their assessment outcomes, a review was conducted to compare the overall pass rates attained. It was found that the period in which the improvement was most significant coincided with the availability of online recordings lectures and tutorials. An investigation of WebCT Course Management Statistical Tools revealed a positive relationship between the level of student engagement with online resources and their overall academic result. Across the key online activities measured, the time spent on each activity was considerably longer for the High Distinction students in comparison to failed students. The analysis of the results has been beneficial in identifying the online learning resources that are most useful in supporting student learning and provide guidance for further enhancement to the design and delivery of e-learning content in this subject.Keywords: student engagement, online resources, technology, learning outcomes, e-learning IntroductionThe continual emergence of new technologies has placed academic staff under increasing pressure to react to these substantial changes within a very short and often unrealistic time-frame. As stated by Bates and Poole (2003, p.xiii), one of the major challenges of teaching with technology is that "you cannot possibly keep up with the technology. The paradox of technology enhanced education is that technology changes very rapidly and human beings change very slowly." This paper is written from the viewpoint of the coordinator of an introductory accounting subject. The students enrolled in this compulsory first-year accounting subject are a very diverse group comprising accounting and non-accounting students from a broad spectrum of business degrees which range from music through toMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantag...

show abstract

“…El uso de entornos virtuales de aprendizaje facilita un enfoque de aprendizaje más centrado en el estudiantado y permite a éste asumir un papel más activo al no ser mero receptor de información. Todos estos aspectos pueden culminar en un aprendizaje de mejor calidad (Potter y Johnston, 2006;Wells et al, 2008), especialmente cuando se combinan con la enseñanza tradicional en el aula (McVay et al, 2008).…”

Section: Campus Virtualunclassified

Determinantes del rendimiento académico de los alumnos de una asignatura de Contabilidad: el caso de la USC

Santomil

Sanfiz

Pazos

et al. 2016

REDU

View full text Add to dashboard Cite

ResumenEn este trabajo de investigación, con el fin de contribuir a la mejora de la calidad de la educación superior,hemos analizado el efecto que diversas variables tienen sobre el rendimiento académico del estudiantado. Se han utilizado los datos de una encuesta realizada, en el curso 2013-2014, a 168 alumnos/as de la materia "Contabilidad financiera I" que se imparte en segundo curso del Grado en Administración y Dirección AbstractIn this research, in order to contribute to the improvement of the quality of higher education, we have analyzed the effect of several variables have on the academic performance of students. This study used data from a survey conducted on 168 students from "Financial accounting I" from the second year of the studies in Business Administration of the University of Santiago de Compostela during the 2013-2014 course. Our dependent variable for academic performance is numerical

show abstract

Integrating a virtual learning environment into a second‐year accounting course: determinants of overall student perception

Cited by 80 publications

References 16 publications

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

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

Student Engagement with Online Resources and Its Impact on Learning Outcomes

Determinantes del rendimiento académico de los alumnos de una asignatura de Contabilidad: el caso de la USC

Contact Info

Product

Resources

About