Characteristics of Successful Instruction in Introductory Finance Course : Online Versus Traditional Course Delivery (original) (raw)
Related papers
Although most courses are offered in the traditional synchronous way where teaching and learning mainly take place in the classroom, the Internet has proven to be an effective tool in learning. The demand of online courses is constantly growing, however, there is a paucity of research of online delivery success factors, especially of accounting courses. The aim of this paper was to investigate the factors that contribute to student satisfaction from online teaching and learning of an accounting course. This study was conducted at a university in the United States (U.S.) amongst 80 students enrolled in an online accounting course over a period of two semesters. The quantitative data are based on the students' course evaluation forms of the instructor's teaching and overall satisfaction with the course. The findings suggest that the students found the asynchronous online teaching and learning interesting and challenging. The factors that mainly contribute to student satisfaction include the instructor's preparation for the course and her availability to students, the clear grading criteria, the assignment which they found useful, and the other resources that were available online. They value the least the development of writing skills. Additionally, this study proposes that there is a positive significant correlation between the instructor's overall performance and the overall student satisfaction from the course. The instructor's performance, availability, and easy to use technology enhance the learning and teaching from online pedagogies.
In a study conducted at a large, public university, the authors collected data to measure the relationship between student behavior and performance in an online undergraduate finance class based on two different course formats: instructor-regulated versus student-regulated. The quantitative study indicated significant differences in student behavior when given the self-regulated option, which correlated with deterioration in overall student performance. The study found that when students were given the flexibility to fully control course pacing, there was a statistically significant difference in their pattern of taking quizzes, especially missing quizzes entirely. Also, these students collectively exhibited statistically significant lower overall exam scores. This suggests that some students either do not choose to or experience difficulty with managing their time in a self-paced learning structure.
Business Student Attitudes, Experience, And Satisfaction With Online Courses
American Journal of Business Education (AJBE), 2015
The purpose of our study is to examine business students perceptions of their online class experience relative to the traditional in-class experience; specifically, whether a descriptive, theoretical or analytical course would be preferred as an online or traditional course. Two hundred and ninety students enrolled in upper-level business courses were surveyed at a mid-level Association to Advance Collegiate Schools of Business accredited public university. Students were then asked to contrast their experiences with online and traditional classes regarding convenience, amount learned, difficulty, etc. A breakdown of the students by major revealed similar attitudes toward the online experience whether majoring in a more analytical or soft-skilled business discipline.
The International Review of Research in Open …, 2007
We implemented a synchronous distance course entitled: Introductory Finance designed for undergraduate students. This course was held between two Japanese universities. Stable Internet connections allowing minimum delay and minimum interruptions of the audio-video streaming signals were used. Students were equipped with their own PCs with pre-loaded learning materials and Microsoft Excel exercises. These accompanying course and exercise materials helped students comprehend the mathematical equations and statistical numerical exercises that are indispensable to learning Introductory Finance effectively. The general tendency for students, not to raise questions during the class hours in Japan, however, was found to be a big obstacle. As such, motivational devices are needed and should ideally be combined to promote interaction between the e-classrooms.
2011
In modern pedagogy, a blended approach is used comprising both face-to-face and online learning. This study investigates how undergraduate students majoring in finance view the different learning environments, and evaluates the changes in perception over the three years of the degree after controlling for gender, age, international ⁄ domestic student and English as a first language. Using a purpose designed survey instrument, students across the three years of undergraduate study rated the importance of lectures, tutorials and web-based learning environments in a blended learning model. The results indicate that there is still a strong preference for face-to-face learning. Additionally, there were significant differences in attitudes and perception by year level.
Applying Internet-based Technologies to Teaching Corporate Finance and Investments
The Journal of Educators Online, 2006
Finance faculty are increasingly encouraged to use internet-based technologies in teaching. This paper examines students' perceptions of finance faculty who use internet-based technologies and the impact on their learning experiences in undergraduate introductory corporate finance, investments, and MBA investments courses. The results suggest that offering all course materials online may enhance students' learning experiences, however, the technologies may be best thought of as teaching tools. A better methodology for a finance course delivery may be that of in-classroom interactions between an instructor and the students while all the pertinent course materials are available online throughout the semester. There is a statistically significant difference between MBA (Master of Business Administration) students and undergraduate business students in terms of their desire to use the internet for learning finance. Consistent with previous research, results indicate that it may not be common practice among faculty to use internet-based technologies, and that assistant professors tend to use technologies in teaching more often than their higher-ranked colleagues do. Thanks for helpful comments go to Ronald Bremer, Dean Crawford, Bill Dukes and two anonymous reviewers. All errors are my own.
SUMMARY This paper addresses some of the questions about the effects of technology on student learning. Using data from students enrolled in a Canadian business school during the 2005 summer term, we compare the performance of online and face-to-face students in two different undergraduate courses: Economic Problems and Policy Analysis and Basic Corporate Finance. When controlling for a potential selection bias and other variables that may have an effect on students' performance, we find that online students perform better than face-to-face students in economics, while there is no such differences in finance. This is in sharp contrast with previous studies (Brown and Liedholm, 2002, Anstine, J. and Skidmore, 2005, and Coates, et. al., 2004) which showed that online students perform significantly worse than live students. As in other studies, we find that cumulative average has a positive effect on the results in both economics and finance, and that women have significantly lower...
Students' Perceptions of Online Learning: A Comparative Study
2006
In search of better, more cost effective ways to deliver instruction and training, universities and corporations have expanded their use of e-learning. Although several studies suggest that online education and blended instruction (a "blend" of online and traditional approaches) can be as effective as traditional classroom models, few studies have focused on learner satisfaction with online instruction, particularly in the transition to online learning from traditional approaches. This study examines students' perceptions of integrating online components in two undergraduate business courses where students completed online learning modules prior to class discussion. The results indicate that participants in an elective course rated the online modules significantly better than those in a required course. Overall, participants in the elective course rated the online modules marginally positive while those in the required course rated them marginally negative.
Proceedings of the 4th International Conference on Computer Supported Education, 2012
Technology-based finance education is designed to fully engage students during lectures and individual study times in order to increase their learning efficiency. Students are immersed in a new teaching environment where the emphasis is on achieving high knowledge retention rate by synchronously presenting the material through non-sequential links of learning objects such as graphics, multimedia files, and links to external documents. While studying, students have possibilities to refer to earlier material when learning more complex ideas in the later part of a lecture, as well as to relate to the material that may be following the topics being introduced. The integrative technology-enhanced approach to learning provides students with a possibility to maintain the overall view of the material, while absorbing detailed explanations of the individual study components. We have conducted a preliminary pilot program testing this approach, and found, based on student feedback, that the integrative technology-enhanced approach to teaching improves student overall learning experience in face-to-face as well as in online courses. Moreover, course material organization and instructor presentation of the material contribute significantly to the overall student satisfaction while technology per se is not a statistically significant factor for overall course experience.