The effect of interactive on-line learning systems on student learning outcomes in accounting

A Qualitative Inquiry of Online Instruction among Teachers in Malaysian Universities and Colleges

“…This finding is also consistent with past researches where increased teacher-learner interactivity has brought about better examination and assignment results [8].…”

“…Despite being learner-centered, the success of online learning and the achievement of the learning outcomes were found to be dependent not only on the learner alone but also the facilitator [8]. The facilitator must play an active role in the learning process because increased interaction and timely feedback from the facilitator proved to have positive effects on the learners' exam and assignments results [8].…”

“…The facilitator must play an active role in the learning process because increased interaction and timely feedback from the facilitator proved to have positive effects on the learners' exam and assignments results [8]. In a study on distance learning in Malaysia, a "hybrid mode of learning" was suggested to be more suitable for learners [4].…”

Is Intelligent Online Tutoring Software Useful in Refreshing Financial Accounting Knowledge?

“…Intermediate instructors often spend extensive time reviewing introductory material before the class is ready for more advanced topics. While advances in education technology appear to offer useful solutions in this context, most empirical studies (Baxter & Thibodeau, 2011;Johnson, Phillips, & Chase, 2009;Potter & Johnston, 2006) only evaluate these advances in the context of learning new material À not in the context of reviewing and refreshing material learned previously, which is a different metacognitive task (Garrett, Alman, Gardner, & Born, 2007). We examine the ability of online tutoring software (OTS) to aid students with a weak knowledge or memory of introductory accounting material and find evidence that suggests the technology is successful in equalizing base accounting knowledge between these students and their more advanced peers.…”

“…In some cases an entrance exam is used to screen students (Sanders & Willis, 2009), but there are no studies to date of the role technology can play in preparing students for the exam or class. Finally, many studies on the effectiveness of OTS compare one school term, year, or class with another (Baxter & Thibodeau, 2011;Johnson et al, 2009;Potter & Johnston, 2006), but these short-term studies may be limited by the "novelty effect" (Sansone, Fraughton, Zachary, Butner, & Heiner, 2011), where the results are difficult to disentangle from the heightened interest students have in a technology recently introduced into the curriculum. We overcome this limitation with six-and 10-year samples, much longer than typical empirical studies in the accounting education/technology literature.…”