Document Type
Article
Abstract
Students today demonstrate strong aptitude for using online learning resources resulting from most completing high school during the COVID-19 pandemic. Learning resources available for instructional design include faculty created, publisher provided, and a plethora of online videos. This study aimed to understand if scores on graded assignments differ between online (OL) and face-to-face (F2F) sections of entry-level accounting, differences in student learning resources access, and if access correlates with performance on graded assignments. Findings revealed students performed similarly in OL and F2F sections on many, but not all graded assignments. Video resource access was higher for OL students and was associated with higher assignment scores, and all students' access of an adaptive digital interactive e-book was positively associated with academic performance. The research informs visibility of resource access in instructional design and influences the recommendation to leverage LMS technology linking learning resources for tracking student access, and association analysis.
Recommended Citation
Johnson, N., and C. Rade. 2024. Online Versus Face-to-Face Instruction: Entry Level Accounting Students are Performing About the Same. The North American Accounting Studies 7 (1): 19-32.