The effectiveness of online teaching and learning tools

Abstract

This study investigates how students in a distance-learning upperlevel accounting course perceive the effectiveness of different online teaching and learning (OTL) tools that are commonly used in business courses taught online. This topic is of critical importance, especially as the COVID-19 pandemic has pushed more courses to be OTL. A midsemester anonymous survey in an Accounting course at a public US university was conducted to measure students’ perceptions about different OTL course tools. Students were asked to provide their general assessment about how effective these tools were and how they believe these tools helped them learn. Analyses and discussions of the effectiveness of different tools and their link to earlier literature and how instructors can utilise the results of the OTL survey are presented.

Exploring accounting students' experiences during the COVID-19 pandemic to inform teaching and learning decision-making post pandemic

“…Asynchronous discussion forums as an e-tool provide students with the opportunity to interactively discuss, share and reflect on their own understanding based on others' perspectives and experiences at a time that is convenient for them, and, in so doing, enhancing their learning experience (Ferrara et al, 1991;Kelly et al, 2022;Makinster et al, 2006;Seethamraju, 2014;Stacey, 1999;Weila et al, 2011). Discussion forums facilitate interaction and engagement with the content and with peers, enabling independent learning, developing critical thinking skills; leading to the social construction of knowledge; and the transferring of knowledge beyond the traditional lecture environment (Abdel-Rahim, 2021;Seethamraju, 2014;Weila et al, 2011). Wang and Bonk's (2001) study indicated the possibility that the permanence of recorded information on a discussion forum could make students reluctant to use the platform or that some might be afraid of asking a question that may be regarded as stupid.…”

“…To decide on the best course of action, it is crucial to reflect on the experiences gained during the COVID-19 pandemic (Du Plessis et al, 2022) which can inform teaching and learning approaches (Abdel-Rahim, 2021;Fogarty, 2020;Marton and S€ alj€ o, 1997;McGuigan, 2021). As an area for future research, Sangster et al (2020, p. 444) recommended exploring accounting students' experiences as such research "would enrich the field of accounting education research" and will inform practices for the future.…”

Online Instructor Clusters: Implementation Frequency of Instructional Activities

“…Effective instructional strategies included direct interaction with instructors and small group collaborations. Results of a study conducted by Abdel-Rahim ( 2021 ) showed that the most useful non-interactive instructional activities were practice exercises and quizzes.…”

“…Students seem to value interactions with their instructors more than interactions with their peers. When considering interactive activities, virtual office hours and email exchanges with instructors were more helpful than discussion boards or group work (Abdel-Rahim, 2021 ). Martin and Bolliger ( 2018 ) who investigated students’ perceptions pertaining to the importance of online engagement strategies found that students valued learner-to-instructor strategies more than learner-to-learner and learner-to-content.…”

Teaching Technologies Online: Changes of Experience in Wartime in Ukraine

“…By embracing online teaching methods, educational institutions can enhance their preparedness for potential disruptions and ensure continued educational delivery in challenging circumstances. The importance of flexible and adaptable teaching approaches, making the incorporation of OTL strategies a significant consideration for education, was highlighted [20] [21].…”