A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course

Autor/in	Du, Chan
Titel	A Comparison of Traditional and Blended Learning in Introductory Principles of Accounting Course
Quelle	In: American Journal of Business Education, 4 (2011) 9, S.1-10 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Accounting; Conventional Instruction; Blended Learning; Classification; Computer Assisted Testing; Homework; Assignments; Regression (Statistics); Grade Point Average; Grades (Scholastic); Mathematics Achievement; Gender Differences; Class Activities; Integrated Learning Systems; Academic Achievement; Models + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Classification system; Klassifikation; Klassifikationssystem; Hausaufgabe; Assignment; Auftrag; Zuweisung; Regression; Regressionsanalyse; Notenspiegel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Schulleistung; Analogiemodell
Abstract	This paper examines whether a blended course that introduces lower-level education online learned by students before they come into class and after class online assignments and online discussions enhances student performance for an introductory principles of accounting course over the period 2009-2010. The blended course design includes (1) before-class online quizzes, (2) after-class online homework assignments and online quizzes, (3) after-class comments postings, and (4) company case and project online postings. The regression results show that the above designed blended course improves the student final examination/course performance through in-depth in class activities after controlling for prior GPA, math grade, gender, transfer, homework grade, online quiz grade, and in-class exercise grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01