Faculty Perceptions Of Online Accounting Coursework

Grossman, Amanda M.; Johnson, Leigh Redd

doi:10.19030/ajbe.v8i2.9131

Cited by 4 publications

(8 citation statements)

References 6 publications

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“…At the flagship and urban campuses, students had slightly higher GPAs in online classes. At the regional campuses, online GPAs were slightly lower than on-campus GPAs, which may support the results of studies on community college students that show lower pass rates for online students (Xu & Jaggars, 2011;Jaggars & Xu, 2010;Johnson et al, 2015;Shea & Bidjerano, 2017;Hart et al, 2018). While statistically significant, the differences found in this study could be considered practically insignificant, since the difference between the means of the online and on-campus GPAs was 0.10 or less at all three campus types.…”

Section: Discussionsupporting

confidence: 67%

“…Gutman (2012) describes concerns over online class quality as a barrier to faculty acceptance of online classes, stating that faculty are "skeptical about the effectiveness of courses delivered from a distance" and that many faculty still feel that online classes "are poor attempts to replace the teacher with technology" (p. 55). Taking this further, Grossman and Johnson (2015) found that business faculty were significantly less likely to accept transfer credit for classes taken in hybrid and online formats, despite equivalent grades and/or institution. Much of the faculty distrust of online education comes from the fact that online classes often have lower completion rates (Carr, 2000;Jaggars & Xu, 2010;Xu & Jaggars, 2011;Johnson et al, 2015;Shea & Bidjerano, 2017;Hart et al, 2018), even though a recent study conducted by Wisneski, Ozogul, and Bichelmeyer (2017) reported no significant differences in student performance when undergraduate students were allowed to take prerequisite and postrequisite courses in a variety of online and on-campus combinations in their required course sequences.…”

Section: Investigating the Impact Of Online Classes On Undergraduate mentioning

confidence: 97%

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Investigating the Impact of Online Classes on Undergraduate Degree Completion

Wavle

Özoğul

2019

OLJ

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This study expands on current research that examines the impact of online courses on retention, degree completion, and student success. The researchers investigated the impact of online courses on degree completion by using existing graduation rate data, course enrollment data, and student grades for undergraduate students at a multicampus 4-year institution. The researchers aimed to provide advisors, faculty, and administrators with a better understanding of how online classes fit into an undergraduate student's program of study while completing their degrees within the desired time frame. The researchers additionally sought to understand the impact of taking online classes on degree completion while controlling for student demographic and academic factors (e.g., age, first-generation student status, socioeconomic status, SAT/ACT scores, and first semester GPA) and campus type (traditional flagship, urban research, and regional). Results indicated that, regardless of campus type, taking one or more online classes during their program of study increased undergraduate students' likelihood of successful degree completion. Lastly, to provide further insight, this study compared student performance in online and on-campus classes. Results for this comparison were mixed; slightly higher or slightly lower online course grades were obtained by students compared to face-to-face course grades, depending on type of campus.

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Section: Discussionsupporting

confidence: 67%

Section: Investigating the Impact Of Online Classes On Undergraduate mentioning

confidence: 97%

Investigating the Impact of Online Classes on Undergraduate Degree Completion

Wavle

Özoğul

2019

OLJ

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“…Studies have shown that positive attitudes of faculty toward technology have contributed to higher levels of computer skills, to the ability to teach online, the openness to accept university training, and feeling more freedom of personal expression (Broussard & Wilson, 2018;Glass 2017;Johnson, 2015;Pereira & Wahi, 2017). These studies suggested that faculty members with high levels of computer skills were more likely to teach online.…”

Section: Online Teaching At Hbcusmentioning

confidence: 99%

“…The literature shows both negative and positive attitudes toward online learning. Negative attitudes may have resulted from the lack of computer skills, workload, and university support (Chen, 2009;Grossman & Johnson, 2015;Glass, 2017;Mitchell & Geva-May, 2009;Pereira & Wahi, 2017).…”

Section: Faculty Attitudes Toward Online Education and Technologymentioning

confidence: 99%

Examining the Relationship Between HBCU Faculty Online Education, Innovativeness and Attitudes Toward Computers

Riggs

Bista

Anderson

2021

JUMP

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Historically black colleges and universities (HBCUs) are the most popular institutions of higher educations for minority students in the United States (Bracey, 2017). Online education has drawn attention to HBCUs because of demographic and social shifts, student needs and global conversations in academia. The recent COVID-19 pandemic has pressured faculty to move their courses to online or remote teaching formats. This article examines whether significant relationships exist among the variables: levels of innovativeness, attitudes toward online education, attitudes toward computers, and various demographic characteristics of full-time and part time faculty members employed at one HBCU. Based on 110 participants in this study, results indicated a significant relationship between Rogers' (2003) innovation of online teaching and faculty attitude toward computers.

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“…Peng (2009, 263) properly noted that there seems to be a "hidden assumption" that the mere introduction of technology into the classroom somehow improves outcomes and that this "…assumption…receives little or no challenge from educators." Grossman and Johnson (2015) have demonstrated that faculty members tend to consider online courses less demanding of students and less proficient at instilling some skills than face-to-face courses. Yet, the emphasis placed on online course offerings continues.…”

Section: Introductionmentioning

confidence: 99%

Using Web-Based Homework To Teach Principles Of Microeconomics: A Preliminary Investigation

Mitchell

2016

AJBE

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This study evaluates an interactive web-based homework designed to increase student understanding in a principles of microeconomics course. Employing concepts from Action Research, the preliminary investigation was undertaken based on assumptions about the efficacy of online educational resources. Do students who do well on online homework improve performance on exams? Which characteristics of students explain achievement differences? The authors address these questions in relation to the use of a web-based, interactive online homework service which accompanied the text. An econometric model using exam performance as the dependent variable and various course component and demographic characteristics as independent variables. The study found no statistically significant impact of online homework on the mean exam score. This preliminary study indicated no gender, ethnicity, class standing, or declared major impact on exam performance though the limited degrees of freedom make generalization questionable. The only statistically significant predictor was shown to be GPA.

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Faculty Perceptions Of Online Accounting Coursework

Abstract: ABSTRACT

Cited by 4 publications

References 6 publications

Investigating the Impact of Online Classes on Undergraduate Degree Completion

Investigating the Impact of Online Classes on Undergraduate Degree Completion

Examining the Relationship Between HBCU Faculty Online Education, Innovativeness and Attitudes Toward Computers

Using Web-Based Homework To Teach Principles Of Microeconomics: A Preliminary Investigation

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