Abstract
Online homework managers allow instructor to assign
and collect homework online; the systems then grade the homework and enter the
grades into the instructor’s grade book automatically. This paper addresses the
question whether the use of OHMs in accounting courses affects student learning
and satisfaction. The regression results provide some evidence that students
doing online homework regularly scored significantly higher on final exams. In
addition, with the adaptation of the OHMs, students were found to be more
satisfied with the course. These findings show that the use of OHMs can help
students learn accounting concepts better. Our results are likely to be of
interest to many accounting faculty members who continue to use traditional
teaching methods.
Supporting Institution
Pearson
References
- Arora, M.L., Rho, Y.J. Masson, C. (2013). Longitudinal Study of Online Statics Homework as a Method to Improve Learning. Journal of STEM Education: Innovations and Research; 14(1), 36-44.
- Bangert-Drowns, R., Kulik, C., Kulik, J., Morgan, M. (1991). The instructional effect of feedback in test-like events, Review of Educational Research, 61-2, 213-238.
- Burch, K. J. & Kuo, Y. (2010). Traditional vs. Online Homework in College Algebra, Mathematics and Computer Education, Vol. 44-1, 53-63.
- Cheng, K. K., Thacker, B., Cardenas, R. L., & Crouch. (2004). Using an online homework system enhances students’ learning of physics concepts in an introductory physics course, American Journal of Physics, 72(11), 1447-1453.
- Gaffney, Marry Anne; Ryan, David; Wurst, Christian. (2010). Do Online Homework Systems Improve Student Performance? Advances in Accounting Education: Teaching and Curriculum Innovations, 11, 49-68.
- Kulik J, Kulik C. (1988). Timing of feedback and verbal learning, Review of Educational Research, 58, 79-97.
- Lindquist, T, Olsen, L.M. (2007). How much help is too much help? An experimental investigation of the use of check figures and completed solutions in teaching intermediate accounting, Journal of Accounting Education, 25, 103-117.
- Lusher, L. A, Huber, M.M, Valencia, J.M. (2012). Empirical Evidence Regarding the Relationship between the Computerized Classromm and Student Performance in Introductory Accounting, The Accounting Educator’s Journal, 1-23
- Mcdowall, T., Jackling, B. (2006). The Impact of Computer-Assisted Learning on Academic Grades: An Assessment of Students’ Perceptions. Accounting Education: an international journal, 15 (4), 377-389.
- Smolira & Joseph, C. (2004). Student perceptions of online homework in introductory finance courses, Journal of Education for Business, 84(2), 90–94.
ÇEVRİMİÇİ ÖDEV YAZILIMLARININ MUHASEBE DERSLERİNDEKİ ÖĞRENME VE ÖĞRENCİ TATMİNİNE İLİŞKİN BİR ARAŞTIRMA
Abstract
Çevrimiçi
ödev yazılımları (ÇÖY) öğretim üyesinin ödevleri çevrimiçi olarak vermesini ve
toplamasını sağlamaktadır. Toplanan ödevler yazılım tarafından değerlenmekte ve
öğretim üyesinin not defterine otomatik olarak işlenmektedir. Bu çalışmada ÇÖY
kullanımının muhasebe derslerindeki öğrenci performansı ve tatmini üzerine olan
etkisi analiz edilmiştir. Regresyon sonuçlarına göre ödevini düzenli yapan
öğrencilerin final sınavından daha yüksek notlar aldığına ilişkin bazı
kanıtlara ulaşılmıştır. Buna ek olarak, ÇÖY kullanımı ile öğrencilerin dersten
daha fazla tatmin oldukları sonucuna ulaşılmıştır. Elde edilen bulgular ÇÖY
kullanımının muhasebe kavramlarının öğrenilmesine yardımcı olduğunu
göstermektedir. Sonuçların geleneksel öğretme yöntemlerini kullanan muhasebe
öğretim üyeleri için ilgi çekici olduğu düşünülmektedir.
References
- Arora, M.L., Rho, Y.J. Masson, C. (2013). Longitudinal Study of Online Statics Homework as a Method to Improve Learning. Journal of STEM Education: Innovations and Research; 14(1), 36-44.
- Bangert-Drowns, R., Kulik, C., Kulik, J., Morgan, M. (1991). The instructional effect of feedback in test-like events, Review of Educational Research, 61-2, 213-238.
- Burch, K. J. & Kuo, Y. (2010). Traditional vs. Online Homework in College Algebra, Mathematics and Computer Education, Vol. 44-1, 53-63.
- Cheng, K. K., Thacker, B., Cardenas, R. L., & Crouch. (2004). Using an online homework system enhances students’ learning of physics concepts in an introductory physics course, American Journal of Physics, 72(11), 1447-1453.
- Gaffney, Marry Anne; Ryan, David; Wurst, Christian. (2010). Do Online Homework Systems Improve Student Performance? Advances in Accounting Education: Teaching and Curriculum Innovations, 11, 49-68.
- Kulik J, Kulik C. (1988). Timing of feedback and verbal learning, Review of Educational Research, 58, 79-97.
- Lindquist, T, Olsen, L.M. (2007). How much help is too much help? An experimental investigation of the use of check figures and completed solutions in teaching intermediate accounting, Journal of Accounting Education, 25, 103-117.
- Lusher, L. A, Huber, M.M, Valencia, J.M. (2012). Empirical Evidence Regarding the Relationship between the Computerized Classromm and Student Performance in Introductory Accounting, The Accounting Educator’s Journal, 1-23
- Mcdowall, T., Jackling, B. (2006). The Impact of Computer-Assisted Learning on Academic Grades: An Assessment of Students’ Perceptions. Accounting Education: an international journal, 15 (4), 377-389.
- Smolira & Joseph, C. (2004). Student perceptions of online homework in introductory finance courses, Journal of Education for Business, 84(2), 90–94.
Details
| Primary Language | English |
|---|---|
| Subjects | Business Administration |
| Journal Section | MAIN SECTION |
| Authors | |
| Publication Date | February 25, 2020 |
| Submission Date | November 12, 2019 |
| Published in Issue | Year 2020 Volume: 22 - Special Issue of MODAV's 16. International Conference on Accounting |
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