Effectiveness of online teaching of Accounting at University level

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Effectiveness of online teaching of Accounting at University level"

Transcription

1 Effectiveness of online teaching of Accounting at University level Abstract: In recent years, online education has opened new educational environments and brought new opportunities and significant challenges for students, lecturers and educational institutions (Duncan, 2012). It brings capacity to overcome geographic and time constraints typical of traditional class room teaching (Neuhauser 2010). The purpose of this paper is to find how increased use of technology by both teachers and learners associates with student achievement in accounting courses. Johnson et al. (2013) conducted a comparative study of motivation between face-to-face and online courses using the data of university students in south-eastern USA. They recommended further research into what would encourage students to study online. Calafiore and Damianov (2011) employed a quantitative approach and used an online tracking tool which records the real time that each student spent online in Economics and Finance courses. In Australia, Duncan, Kenworthy and McNamara (2012), used qualitative and quantitive approaches in post-graduate Accounting courses and found links between participation and success. This action research study (Omura 2015) attempts to explore both teacher and student use of technological tools by examining the effect of the frequencies of engagement in online learning resources, on the academic achievement of undergraduate accounting students. This paper employs OLS model and the Panel regression based on the Random Effect Model, to analyse how the frequencies of student online access on the discussion forums have an effect on the final results or/and overall pass rate. The date is collected from one regional university in Australia which provide the accounting courses for the undergraduate and the postgraduate students. An important limitation is that the time students spend learning through offline activities cannot be assessed. Tracking data needs to continue to establish definite trends but early signs of the combination of teacher and student use of technology are very encouraging. Participation on the discussion forum especially seems to have a statistically significant effect on the pass rate. 1

2 1. Introduction/Background In recent years, online education has opened new educational environments and brought new opportunities and significant challenges for students, lecturers and educational institutions (Duncan, Kenworthy & McNamara 2012). It brings capacity to overcome geographic and time constraints typical of traditional class room teaching (Neuhauser 2010). In 2013, 39 Australian universities developed A Smart Australia: An agenda for higher education (Australia 2013) in response to the digital economy and new technology, and in order to survive a new era in Australian higher education. According to this report, in 2013 the education industry is worth nearly $15 billion a year in export income. This international students activity is estimated to support around 127,000 jobs in Australia (Higher Education Finance Report 2011). Online teaching allows Australian universities to expand their student base beyond their campuses for distance education within the universities in Australia and overseas. This trend is evident all over the world. Allen and Seaman (2011) reported that 65 percent of all reported institutions indicated online education is critical to their long-term strategy as over 6.1 million students were taking at least one online course during the fall term in 2010 in USA. The benefits of emerging technology tools for online teaching has been discussed by Beldarrain (2006) who stated that a modification of pedagogical perspectives and theoretical framework in the field of distance education would create more opportunities to cultivate new learning communities and the demand for online education would only continue to grow. At the same time, the distance/online educators require continuing improvement for providing the quality of online courses to those students who are willing to participate and are more mobile and technologically knowledgeable than any previous generation. Calafiore and Damianov (2011) investigated the correlation between three factors (prior grade point average (GPA), some demographic characteristics of students and time spent online) and their final grades on the Generalised Ordered Logistic Regression model. The date was collected from 438 students who enrolled in one of the 10 online courses, 5 Economics or 5 Finance courses, during two semesters in 2008 in a large public university in Texas in the USA. They found both online time and GPA were significant determinants of the final grade but the time spent online only had effect on student performance if the data of students GPA were above 3 in 4-point scale. The rapid engagement of advanced technologies in educational institutions has also provided new opportunities and significant challenges for students and universities (Duncan, Kenworthy & McNamara 2012). Duncan, Kenworhy and McNamara (2012) conducted the research on the effect of synchronous and asynchronous participation on students performance in online accounting courses in Australia. They focused on two online environments including chat room as a synchronous forum and discussion board as an asynchronous forum. They found a positive correlation between the total quality and quantity of students participation and both results in final examination and the overall course performance. 2

3 Johnson et al. (2013) employed the comparative study for the motivations of enrolment in the faculty teaching between face-to-face and online courses and examined their motivation measurement comparing both online and face-to-face, intrinsic and extrinsic motivations using the data of students (235) and faculty (104) from large, public urban universities in south-eastern USA. They found that those online students who present online extrinsic motivation completed a larger number of online courses. However, Johnson et al. emphasised necessity of further research on what forces would enable students to remain actively engaged in online education. The hypothesis is set in this paper that increased monitoring of progress combined with student participation online would improve their results. We suggest that there are two ways to exploit technology to improve student outcomes. One is to use technology to enhance the student learning experience through features such as discussion forums and online lectures. The other way is for staff to take advantage of technology to improve monitoring of student development because recording progress and communicating feedback becomes a more efficient and less onerous task for teachers. Therefore, this paper reports on two aspects of action research which has continued since 2011 and so it is divided into two sections. Section A explains the increased monitoring techniques developed over the time and includes brief of study desk tool. Section B tries to probe the effectiveness of online participation on student outcomes and investigates whether the number of active participations in online activities and discussion forums is associated with higher grades and passing rates. 2. Motivation (for this study) In Semester 2, 2011, an intermediate Company Accounting course (undergraduate) and a Corporate Accounting course (postgraduate) yielded disappointing results (overall 40% failure rate) for on-campus and distant education students studying online, even though two groups of online students could access an on-campus tutorial. Lack of tutorial attendance on-campus suggested poor motivation of students. The following semester, we decided to introduce some specific changes to increase student engagement, but there were no changes to the course content, assessment or otherwise. However, this semester was conducted entirely online except for two groups who were offered on-campus tutorials. We developed a pilot project to explore teaching techniques exploiting technology to monitor progress and increase student participation. Participants 3

4 Data about online activity for the 2011 class that prompted this research is no longer accessible but this research uses online activity data from Semester onwards, where records are still available. After 2012, only Semester 1 offers on-campus classes. Therefore this data reflects strong on-line education focus. USQ Accounting classes include overseas based NESB (non-english speaking background) students, where students English level is considered adequate for online interaction and discussion, and this may contribute to the range of unknown variables. The research reports on eight semesters taught by the researcher alone or co-operatively with a colleague plus three classes in one semester taught by other staff. All lecture recordings and other online resources, including management of discussion forums and support, were provided by the researcher, which allowed some consistency of input. SECTION A: INCREASED MONITORING TECHNIQUES A3 Methodology Although USQ has always tried to monitor student progress, following 2011, teachers of this combined undergraduate and postgraduate course intentionally increased the degree of monitoring in following ways: Check on completion of assessable tasks - Contacting students who do not complete the first item of assessment, CMA (computer management assessment), which is usually due in week 4 of the semester. There are a minimum of two messages posted on the study desk during the semester (which are automatically sent to students addresses), usually one month apart, reminding students of where we are up to in the study schedule, asking them how they are progressing in their studies, and reminding them you do not have to study alone and that we are here to help. Increase monitoring of student participation Check on completion of non-assessable tasks Check number of times study desk accessed - Sending directly to those students who have not accessed the course study desk within the first week or two of the semester. Students are encouraged to participate and are reminded that we are there to help them. Personal contact with students not being involved ing students individually who do not attend the first 2 weeks of tutorials. This reminds students of the benefits of attending the on campus classes and tells them we are looking forward to seeing them in our next class. Personal contact with students working well 4

5 All students who are progressing well in the subject are ed individually congratulating them on their achievement to date and encouraging continued effort. Study Desk The study desk is a work in progress. We are making it as student friendly and useful as possible. We collaborate with colleagues in IT design for interactive webpages for students. A4 Results Explanation of terms and calculation of raw data Result: Average Final Result [= Total marks using midpoint in each score band divided by the number of students] Pass: Pass rate [number of Passes divided by the number of students in each class and calculated as percentage]; APDF: Average Participation per student on Discussion Forum [Total activity (number of hits) on discussion forum divided by the number of students]; APAA: Average Participation of All Activity [Total activity online (number of hits) divided by the number of students] Table 1: Summary of Course Results and Student Online Activity A. Under Graduate Course - Company Accounting Sem 3 Sem 1 Sem 2 Sem 3 Sem 1 Sem 2 Sem 3 Sem 1 Result Pass APDF APAA Student Number B. Post Graduate Course Corporate Accounting Sem 3 Sem 1 Sem 2 Sem 3 Sem 1 Sem 2 Sem 3 Sem 1 Result Pass APDF 95.0 N/A APAA N/A N/A N/A Student number

6 250 Figure 1 Comparison of Results and Online Activities Final Result Av Pass rate Average TPNDF Average overall activity A5 Discussion of Results The results from third semester 2011 were better than previously and improvement has generally continued. An increase in overall online activity can be seen. Despite fluctuation year by year the improved results have been maintained. One very interesting observation can be made. As seen in Figure 1, there is a significant drop in discussion activity between S and S and S However, there seems to be an explanation. Students were using the discussion forum to ask very basic questions so in S3 2013, I introduced prepared answers to frequently asked questions based on the problems students had had in the past years. Since then, while the discussion forum activity has decreased, students seem to be asking more complex questions. This has also reduced the time the teacher spends in answering basic issues. They are still maintaining a high level of general participation online. It is difficult to isolate the monitoring factors which have made the improved participation and results possible. However, some anecdotal evidence may help to explain our methods and why we believe they are working. On the discussion forum - one student started off asking many questions 3 times a week. She was not given complete answers but guidance as to where to find information from lecture slides or the text book. Although she asked so often, she was encouraged and thanked for questions. Then other students also started to say thanks because they had the same problems and then they gradually suggested answers to each other s questions and more active discussions resulted. Another example of success of these methods is that during a short absence of the lecturer, in one case, each student discussed the answers to other students questions and the system 6

7 operated independently for a short time. In fact, over time teacher input is needed less but oversight is very important. The use of technology not only helps students but also teachers. For example we have found that in each module an increase an activity usually suggests an area where students are struggling and this information is easily available to teachers without much delay, which is particularly valuable when working with off-campus students. Therefore it informs our teaching and helps focus more attention on some topics. Semester 1 includes on-campus students but semesters 2 and 3 are now exclusively online. However, the results between the two delivery methods now seem very similar which also suggests that the ways of using technology are enhancing distance education. This has been the observation of staff but has been supported by the econometrics analysis of the data, presented in Section B. 7

8 SECTION B: STATISTICAL ANALYSIS OF DATA B3 Methodology Data for 8 semesters from the year of 2011 to 2014 for the combined subject Company Accounting and Corporate Accounting is collated from the undergraduate course (Table 1 A) and the postgraduate course (Table 1 B) in both online accounting courses for 8 semesters on the course study desk. Table 1 presents the summary of the collected data, including the average of total final results (Result), percentage of pass rate (Pass), and average of student participation on the online discussion forums (APDF), average of student participation on the all study activities (APAA). The number of enrolled participants on each course varies every semester from 98 to 207 for the undergraduate courses and 41 to 84 for the postgraduate course. Tables 1 A and B show the students results and the record of online activities. Table 2 presents analysis of data according to Pearson Correlation and Spearman Rank Correlation. Further analysis to test the significance of correlation found was conducted according to Ordinary Least Squares (OLS) Regression and Panel Regression on Random Effect Econometrics Models as shown in Table 3. B4 Results Table 2: Pearson Correlation and Spearman Rank Correlation A. Pearson Correlation Result Pass APDF APAA Result Pass APDF APAA B. Spearman Rank Correlation Result Pass APDF APAA Result Pass APDF APAA The Pearson Correlation analysis was conducted on the data. Those results are presented on Table 2 A. It shows the evidence that there is some correlation between Pass rate and Average participation on discussion forum (0.69). In addition, the Spearman rank Correlation was conducted. Those results are consistent with the results on Pearson Correlation analysis which also shows some correlation between Pass rate and Average participation on the discussion forums. However, it seems that total activities online have little correlation with Pass rate or Final results. 8

9 Table 3: OLS Regression Analysis and Random Effect Model Variables Explained Variable Explained Variable (p-value) (0.62) (0.41) (0.32) (0.14) *** Statistically significant at 1% level; * statistically significant at 10% level, The two econometrics models, OLS and Random Effect, are formulated as follows: Result = α+ Pass rate + APDF +APAA+ error Pass rate = α + APDF + APAA + FRA + error Result Pass Result Pass OLS OLS RE RE Constant Coef *** *** *** *** (p-value) (0.00) (0.58) (0.00) (0.00) Pass Coef * * - (p-value) (0.09) - (0.15) - Result Coef * *** (p-value) - (0.06) - (0.00) APDF Coef *** *** (p-value) (0.82) (0.00) (0.58) (0.00) APAA Coef Standard errors are estimated by using the White Robust Standard Error. In analyzing Panel regression data, the Random Effect Model (RE) is preferred over the Fixed Effect by Hausman Test as it is usually considered more rigorous. Using both OLS and RE models can provide more reliable results. B5 Discussion of results Most researchers have difficulty obtaining statistically significant results on the effect of single factors on educational success (Duncan 2004). Duncan, Kenworthy and McNamara (2012) found a positive trend but did not achieve many statistically significant results. Again statistically significant correlation is difficult to prove. The Pearson and Spearman Rank Correlation have shown some correlation between Pass rate and online discussion forums participations but only 10% significance. Table 3 presents the results of empirical analysis using OLS and Panel Regression, Random Effect Models. The results in both models show that there is a positive and statistically significant effect of the number of Participations on discussion forums on the Pass rate at 1% level. In other words, when the number of participation on discussion forum has increased, the 9

10 pass rate has also increased. The high significance of the constant demonstrates reliability and suitability of the analytical models. The significance is shown in both models which strengthens the validity of the results. 6. CONCLUSION This study has been unusual because it has been able to follow trends over eight semesters of course work in one subject area using a high proportion of data from online education. Previous studies have suggested the correlation between student online participation in discussion forums and improved performance. This may be the first time that serious econometrics analysis has provided statistical evidence of this relationship. This is an important step forward in educational research given growing development of online education worldwide. It is important to recognise that online participation needs to be accompanied by careful staff involvement and monitoring. Overall the results have been improved and the students participation online has increased. Staff efforts to engage students online became more successful over the time. We have now transferred this teaching process to the Accounting Theory courses, which have always been a very difficult subject for students - again with improved student outcomes. Increased monitoring can be time consuming but, even if only some of the methods are used, they are worthwhile. As time goes on, the amount of monitoring usually decreases as student motivation and involvement increase. Sophisticated software allows not only on-time tracking of student activities but also how long students are on the course study desk, where they review on the study desk or how many times they review the specific information. Also this allows students to upload their questions much more easily. New technology also allows ease of recording and uploading short explanations on specific segments of topics (e.g. 15 to 20 min. on one aspect of consideration), so that relevant sections of material are easy for students to find when they need it. From a teacher point of view, the technology is giving more immediate feedback and useful data is being collected with minimum teacher time and effort involved. If teachers are to offer a real education experience to distance students particularly, they need to be able to monitor student progress more effectively and technology can assist by reducing the time the teacher needs to spend. I will continue to use these tools to analyse in a more complex way into the relationship between teaching method and student outcomes. In the meantime, as teachers, we have to use our data to guide us towards improvement. How much success is due to monitoring or how much to participation is not completely clear, but we are using both aspects to yield better results. We cannot quantify which one contributes most but we can suggest both are important factors. Teaching is always a multiple strategy endeavour so we need to use all tools possible to improve student learning. 10

11 References: Allen, IE & Seaman, J 2011, Going th distance: Online education in the United States, 2011, The Babson Survey Research Group, <http://files.eric.ed.gov/fulltext/ed pdf>. Australia, U 2013, An agenda for Australian higher edcation , Canbera, Australia,<. Beldarrain, Y 2006, 'Distance education trends: Integrating new technologies to foster student interaction nd collaboration', Distance Education, vol. 27, no. 2, pp Calafiore, P & Damianov, DS 2011, 'The effect of time spent online on student achievement in Online Economics and Finance courses ', The Journal of Economic Education, vol. 42, no. 3, pp Calafiore, P & Damianov, DS 2011, 'The effect o ftime spent online on student achievement in online Economics and Finance Courses', The Journal of Economic Education, vol. 42, no. 3, pp Duncan, B 2004, 'A theory of impact philanthropy', Journal of Public Economics, vol. 88, pp Duncan, K, Kenworthy, A & McNamara, R 2012, 'The effect of synchronous and asynchronous participation on students' performance in online accounting courses', Accounting Education: an international journal, vol. 21, no. 4, pp. pp Higher Education Finance Report 2011, Report. Johnson, R, Stewart, C & Bachman, C 2013, 'What drives students to complete online courses? What drives faculty to teach online? Validating a measure of motivation orientation in university students and faculty', Interactive Learning Environments. Neuhauser, C 2010, 'Learning style and effectivess of online and face-to-face instruction', The American Journal of Distance Education, vol. 16, no. 2, pp

Texas Wesleyan University Policy Title: Distance Education Policy

Texas Wesleyan University Policy Title: Distance Education Policy Texas Wesleyan University Policy Title: Distance Education Policy Policy Statement Texas Wesleyan University recognizes the goal of distance education is to increase accessibility to learning by providing

More information

Using a blogging tool to assess online discussions: an integrated assessment approach

Using a blogging tool to assess online discussions: an integrated assessment approach Using a blogging tool to assess online discussions: an integrated assessment approach Xinni Du Learning and Teaching Unit (LTU) University of New South Wales Chris Daly School of Mining Engineering University

More information

ONLINE COURSE DELIVERY: ISSUES AND CHALLENGES

ONLINE COURSE DELIVERY: ISSUES AND CHALLENGES ONLINE COURSE DELIVERY: ISSUES AND CHALLENGES Dr. Susan Haugen, University of Wisconsin-Eau Claire, shaugen@uwec.edu Dr. James LaBarre, University of Wisconsin-Eau Claire, jlabarre@uwec.edu Dr. John Melrose,

More information

Utilising Online Learning in a Humanities Context

Utilising Online Learning in a Humanities Context Utilising Online Learning in a Humanities Context Context Name of Course: Introduction to Cultural Studies Level: 1 st Year Undergraduate BA degree courses Number of Students: 150-200 per semester intake

More information

Summary of the Case University of Virginia Reading Education Progra m1 October 27-30, 2014 Authorship and approval of the Inquiry Brief

Summary of the Case University of Virginia Reading Education Progra m1 October 27-30, 2014 Authorship and approval of the Inquiry Brief Summary of the Case University of Virginia Reading Education Program 1 October 27-30, 2014 The Summary of the Case is written by the auditors and approved by program faculty on October 28, 2014. The Summary

More information

LOUGHBOROUGH UNIVERSITY. Programme Specification. International Financial and Political Relations

LOUGHBOROUGH UNIVERSITY. Programme Specification. International Financial and Political Relations LOUGHBOROUGH UNIVERSITY Programme Specification MSc in International Financial and Political Relations Please note: This specification provides a concise summary of the main features of the programme and

More information

Graduate Student Perceptions of the Use of Online Course Tools to Support Engagement

Graduate Student Perceptions of the Use of Online Course Tools to Support Engagement International Journal for the Scholarship of Teaching and Learning Volume 8 Number 1 Article 5 January 2014 Graduate Student Perceptions of the Use of Online Course Tools to Support Engagement Stephanie

More information

MSc Money and Banking Programme Specification. Course Title

MSc Money and Banking Programme Specification. Course Title MSc Money and Banking Programme Specification Course Title MSc Money and Banking. Course Overview The MSc in Money and Banking degree is a one-year full-time course for graduates who wish to apply their

More information

STUDENT S TIME MANAGEMENT AT THE UNDERGRADUATE LEVEL Timothy W. Johnson

STUDENT S TIME MANAGEMENT AT THE UNDERGRADUATE LEVEL Timothy W. Johnson STUDENT S TIME MANAGEMENT AT THE UNDERGRADUATE LEVEL Timothy W. Johnson This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year faculty professional development

More information

Determining Student Performance in Online Database Courses

Determining Student Performance in Online Database Courses in Online Database Courses George Garman The Metropolitan State College of Denver ABSTRACT Using data collected from 2002 to 2011, this paper analyzes the determinants of scores earned by students in a

More information

MSc Business Analysis and Finance.

MSc Business Analysis and Finance. MSc Business Analysis and Finance Programme Specification Course Title MSc Business Analysis and Finance. Course Overview The MSc Business Analysis and Finance degree is a one-year full-time course for

More information

Computer-Mediated Education: The Relationship between Computer Access, Tutorial Attendance and Student Grades

Computer-Mediated Education: The Relationship between Computer Access, Tutorial Attendance and Student Grades e-journal of Business Education & Scholarship of Teaching Vol. 3, No. 1, 2009, pp: 18-24. http://www.ejbest.org Computer-Mediated Education: The Relationship between Computer Access, Tutorial Attendance

More information

Faculty Strategies for Balancing Workload When Teaching Online

Faculty Strategies for Balancing Workload When Teaching Online Faculty Strategies for Balancing Workload When Teaching Online Simone C. O. Conceição and Rosemary M. Lehman Abstract: As institutions of higher education increase their online course offerings due to

More information

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual

More information

Penn State Online Faculty Competencies for Online Teaching

Penn State Online Faculty Competencies for Online Teaching Teaching in an online environment can be considerably different in nature than teaching face-to-face. The competencies listed in this document are intended to provide faculty and administrators with a

More information

Attrition in Online and Campus Degree Programs

Attrition in Online and Campus Degree Programs Attrition in Online and Campus Degree Programs Belinda Patterson East Carolina University pattersonb@ecu.edu Cheryl McFadden East Carolina University mcfaddench@ecu.edu Abstract The purpose of this study

More information

MSc Financial Economics.

MSc Financial Economics. MSc Financial Economics Programme Specification Course Title MSc Financial Economics. Course Overview The MSc in Financial Economics degree is a one-year full-time course for graduates who wish to apply

More information

Issues in Information Systems Volume 13, Issue 2, pp. 193-200, 2012

Issues in Information Systems Volume 13, Issue 2, pp. 193-200, 2012 EXPECTED ADVANTAGES AND DISADVANTAGES OF ONLINE LEARNING: PERCEPTIONS FROM COLLEGE STUDENTS WHO HAVE NOT TAKEN ONLINE COURSES Melody W. Alexander, Ball State University, malexander@bsu.edu Allen D. Truell,

More information

Professor and Student Performance in Online Versus Traditional Introductory Finance Courses

Professor and Student Performance in Online Versus Traditional Introductory Finance Courses JOURNAL OF ECONOMICS AND FINANCE EDUCATION Volume 6 Number 1 Summer 2007 40 Professor and Student Performance in Online Versus Traditional Introductory Finance Courses Joseph Farinella 1 ABSTRACT According

More information

GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING

GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING Sharon Santilli and Vesna Beck Nova Southeastern University The participants for this study were 47 doctoral faculty from Nova Southeastern University Fischler

More information

Experiences in Implementing a Postgraduate Engineering Management Program

Experiences in Implementing a Postgraduate Engineering Management Program Experiences in Implementing a Postgraduate Engineering Management David Thorpe University of Southern Queensland, Toowoomba, Queensland thorped@usq.edu.au Robert Fulcher University of Southern Queensland,

More information

Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently?

Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently? Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently? Peter Kiriakidis Founder and CEO 1387909 ONTARIO INC Ontario, Canada panto@primus.ca Introduction Abstract: This

More information

Comments or suggestions on how this document could be improved would be welcomed.

Comments or suggestions on how this document could be improved would be welcomed. Each year, Hobsons seeks to collect data from all Business Schools offering an MBA program within Australia via a survey. Once the data has been collected, it is summarised and placed on the Hobsons website

More information

Blended Course Evaluation Standards

Blended Course Evaluation Standards Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.

More information

An Investigation on Learning of College Students and the Current Application Situation of the Web-based Courses

An Investigation on Learning of College Students and the Current Application Situation of the Web-based Courses 2011 International Conference on Computer Science and Information Technology (ICCSIT 2011) IPCSIT vol. 51 (2012) (2012) IACSIT Press, Singapore DOI: 10.7763/IPCSIT.2012.V51.127 An Investigation on Learning

More information

Creating an Effective Online Instructor Presence

Creating an Effective Online Instructor Presence CREATING AN EFFECTIVE ONLINE INSTRUCTOR PRESENCE / APRIL 2013 Creating an Effective Online Instructor Presence Why Is Instructor Presence Important in Online Courses? Student outcomes in online courses

More information

Blended Learning Technology: Connecting with the Online-All-the-Time Student

Blended Learning Technology: Connecting with the Online-All-the-Time Student Blended Learning Technology: Connecting with the Online-All-the-Time Student Table of Contents 03 Executive Summary 05 Survey Method 06 Respondent Profi les 07 Instruction delivered through a blended learning

More information

CTL 2009 ADVANCED PROGRAM REPORT

CTL 2009 ADVANCED PROGRAM REPORT CTL 2009 ADVANCED PROGRAM REPORT 1 Because the Office of Undergraduate Studies is now requiring program assessment reports that are similar to CTL program assessment reports; The Office of Research, Evaluation,

More information

INTENSIVE TEACHING IN LAW SUBJECTS

INTENSIVE TEACHING IN LAW SUBJECTS INTENSIVE TEACHING IN LAW SUBJECTS Ian Ramsay* Abstract The use of intensive teaching is increasing in Australian law schools. For some Australian law schools, most of their masters subjects are now taught

More information

Principles for Building Success in Online Education

Principles for Building Success in Online Education Principles for Building Success in Online Education By Jacqueline Moloney and Steven Tello University of Massachusetts-Lowell The emergence of online education raises important considerations

More information

Integrating an Open-source Learning Management System (Moodle) In an English Language Program: A Case Study

Integrating an Open-source Learning Management System (Moodle) In an English Language Program: A Case Study Integrating an Open-source Learning Management System (Moodle) In an English Language Program: A Case Study Xin Chen Christa Guilbaud Hongxia Yang Congwu Tao Virginia Polytechnic Institute and State University,

More information

TEACHING PRINCIPLES OF ECONOMICS: INTERNET VS. TRADITIONAL CLASSROOM INSTRUCTION

TEACHING PRINCIPLES OF ECONOMICS: INTERNET VS. TRADITIONAL CLASSROOM INSTRUCTION 21 TEACHING PRINCIPLES OF ECONOMICS: INTERNET VS. TRADITIONAL CLASSROOM INSTRUCTION Doris S. Bennett, Jacksonville State University Gene L. Padgham, Jacksonville State University Cynthia S. McCarty, Jacksonville

More information

Teaching Without a Classroom: Delivering Courses Online

Teaching Without a Classroom: Delivering Courses Online Teaching Without a Classroom: Delivering Courses Online Gary McDonald, Professor Department of Computer Science and Information Systems Northwest Missouri State University gary@mail.nwmissouri.edu Merry

More information

Do Supplemental Online Recorded Lectures Help Students Learn Microeconomics?*

Do Supplemental Online Recorded Lectures Help Students Learn Microeconomics?* Do Supplemental Online Recorded Lectures Help Students Learn Microeconomics?* Jennjou Chen and Tsui-Fang Lin Abstract With the increasing popularity of information technology in higher education, it has

More information

Effectiveness of Online Instruction

Effectiveness of Online Instruction Effectiveness of Online Instruction Delar K. Singh, Ph.D. Associate Professor Department of Education Eastern Connecticut State University Willimantic, CT 06226 E-mail: singhd@easternct.edu Paper presented

More information

An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity

An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity An Analysis of how Proctoring Exams in Online Mathematics Offerings Affects Student Learning and Course Integrity Introduction Reliable assessment is central to education and educational institutions for

More information

Creating Online Courses A Collaborative Design Process that Works

Creating Online Courses A Collaborative Design Process that Works Creating Online Courses A Collaborative Design Process that Works Online Courses Don t Simply Happen In recent years, the phrase online learning has taken a prominent seat whenever education reform is

More information

Anadolu University (TR)

Anadolu University (TR) Anadolu University (TR) Anadolu University- Empire State College, State University of New (SUNY- ESC) York e- MBA Program The website of the programme is located at http://emba.anadolu.edu.tr/index_eng.php.

More information

Web Design 1. Running Head: WEB DESIGN AND DEVELOPMENT

Web Design 1. Running Head: WEB DESIGN AND DEVELOPMENT Running Head: WEB DESIGN AND DEVELOPMENT Web Design 1 Web Design and Development Week 1OLE Project Christopher Harrigan The University of Akron 5150-639-402 Strategies for Online Teaching and Learning

More information

New Approaches to Online Accounting Education

New Approaches to Online Accounting Education New Approaches to Online Accounting Education Mark Myring, Ph.D. Department of Accounting Miller College of Business Ball State University mmyring@bsu.edu 765-285-5100 Jennifer P. Bott, Ph.D., SPHR Department

More information

INFS5873 Business Analytics. Course Outline Semester 2, 2014

INFS5873 Business Analytics. Course Outline Semester 2, 2014 UNSW Australia Business School School of Information Systems, Technology and Management INFS5873 Business Analytics Course Outline Semester 2, 2014 Part A: Course-Specific Information Please consult Part

More information

The Impact of Blended Learning on Communication skills and Teamwork of Engineering Students in Multivariable Calculus

The Impact of Blended Learning on Communication skills and Teamwork of Engineering Students in Multivariable Calculus ICTLHE RCEE RHED2012 The Impact of Blended Learning on Communication skills and Teamwork of Engineering Students in Multivariable Calculus Hamidreza Kashefi a *, Zaleha Ismail b, Yudariah Mohammad Yusof

More information

Knowledge Management & E-Learning

Knowledge Management & E-Learning Knowledge Management & E-Learning, Vol.5, No.3. Sep 2013 Knowledge Management & E-Learning ISSN 2073-7904 A brief examination of predictors of e-learning success for novice and expert learners Emily Stark

More information

AACSB Annual Assessment Report For

AACSB Annual Assessment Report For AACSB Annual Assessment Report For Masters of Business Administration (MBA) Master s (Instructional Degree Program) (Degree Level) October 1, 2012 September 30, 2013 October 31, 2013 (Assessment Period

More information

Should Graduate Mathematics Courses Be Taught Fully Online?

Should Graduate Mathematics Courses Be Taught Fully Online? Should Graduate Mathematics Courses Be Taught Fully Online? Raid Amin and Kuiyuan Li ramin@uwf.edu kli@uwf.edu Department of Mathematics and Statistics The University of West Florida Pensacola, FL 32514

More information

Student Success in Business Statistics

Student Success in Business Statistics JOURNAL OF ECONOMICS AND FINANCE EDUCATION Volume 6 Number 1 Summer 2007 19 Student Success in Business Statistics Carolyn F. Rochelle and Douglas Dotterweich 1 Abstract Many universities require Business

More information

Definitive Questions for Distance Learning Models

Definitive Questions for Distance Learning Models Definitive Questions for Distance Learning Models Nicole Meredith EDUC 6135-4 Dr. Ronald Paige February 11, 2012 Using the matrix on the next slide click on each of the links for more information. Distance

More information

Teaching Time Investment: Does Online Really Take More Time than Face-to-Face?

Teaching Time Investment: Does Online Really Take More Time than Face-to-Face? Teaching Time Investment: Does Online Really Take More Time than Face-to-Face? Rebecca Van de Vord and Korolyn Pogue Washington State University, USA Abstract Enrollments in online programs are growing,

More information

The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching

The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching Case Study Four: A Tale of Two Deliveries Discipline context Marketing Aim Comparing online and on

More information

Teaching college microeconomics: Online vs. traditional classroom instruction

Teaching college microeconomics: Online vs. traditional classroom instruction Teaching college microeconomics: Online vs. traditional classroom instruction ABSTRACT Cynthia McCarty Jacksonville State University Doris Bennett Jacksonville State University Shawn Carter Jacksonville

More information

Re-engineering the MBA Using Virtual Seminars

Re-engineering the MBA Using Virtual Seminars Re-engineering the MBA Using Virtual Seminars Drew Parker Faculty of Business Administration Simon Fraser University Burnaby, British Columbia, Canada parker@sfu.ca Vivian Merrill LohnLab for Teaching

More information

APAC Accreditation Assessment Summary Report

APAC Accreditation Assessment Summary Report 1 APAC Accreditation Assessment Summary Report Higher Education Provider Name of the Psychology Academic Organisational Unit (AOU) University of Melbourne Melbourne School of Psychological Sciences Date

More information

The Engineering Hubs and Spokes project: Institutional cooperation in educational design and delivery

The Engineering Hubs and Spokes project: Institutional cooperation in educational design and delivery The Engineering Hubs and Spokes project: Institutional cooperation in educational design and delivery Kim Blackmore, Paul Compston & Lauren Kane College of Engineering and Computer Science Australian National

More information

Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance

Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance Title of the submission: A Modest Experiment Comparing Graduate Social Work Classes, on-campus and at A Distance Topic area of the submission: Distance Education Presentation format: Paper Names of the

More information

Shaw University Online Courses FAQ

Shaw University Online Courses FAQ Shaw University Online Courses FAQ General This FAQ addresses questions you might have about taking online courses Q: What is an online course? A: At Shaw, online courses are regular courses delivered

More information

Alternative Online Pedagogical Models With Identical Contents: A Comparison of Two University-Level Course

Alternative Online Pedagogical Models With Identical Contents: A Comparison of Two University-Level Course The Journal of Interactive Online Learning Volume 2, Number 1, Summer 2003 www.ncolr.org ISSN: 1541-4914 Alternative Online Pedagogical Models With Identical Contents: A Comparison of Two University-Level

More information

Joseph Cavanaugh Wright State University - LC. Abstract

Joseph Cavanaugh Wright State University - LC. Abstract Practical strategies for reducing the time spent teaching economics online Joseph Cavanaugh Wright State University - LC Abstract Although the online teaching format continues to grow in popularity, faculty

More information

The Effects of Blended Learning Approach on Students Performance: Evidence from a Computerized Accounting Course

The Effects of Blended Learning Approach on Students Performance: Evidence from a Computerized Accounting Course The Effects of Blended Learning Approach on Students Performance: Evidence from a Computerized Accounting Course Abstract Shamsi S. Bawaneh Department of Business Administration The King Talal School for

More information

THE EFFECTIVENESS OF VIRTUAL LEARNING IN ECONOMICS

THE EFFECTIVENESS OF VIRTUAL LEARNING IN ECONOMICS 93 THE EFFECTIVENESS OF VIRTUAL LEARNING IN ECONOMICS Neil Terry, West Texas A&M University ABSTRACT This paper presents empirical results concerning the effectiveness of Internet instruction in economics.

More information

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design

Best Practices for Online Courses. 100 Quality Indicators for Online Course Design Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would

More information

Ready to Teach Online?: A Continuum Approach

Ready to Teach Online?: A Continuum Approach Ready to Teach Online?: A Continuum Approach Raejean C. Young Program Coordinator/Adjunct Instructor, Department of Adult Education Indiana University Purdue University Indianapolis Mary A. Chamberlin

More information

Assessment Findings and Curricular Improvements Department of Psychology Undergraduate Program. Assessment Measures

Assessment Findings and Curricular Improvements Department of Psychology Undergraduate Program. Assessment Measures Assessment Findings and Curricular Improvements Department of Psychology Undergraduate Program Assessment Measures The Department of Psychology uses the following measures to assess departmental learning

More information

Programme Specification BA (Hons) International Tourism and Hospitality Management (level 3 top-up) From 2013 entry

Programme Specification BA (Hons) International Tourism and Hospitality Management (level 3 top-up) From 2013 entry 1. Awarding Institution York St John University 2. Teaching Institution York St John University 3. Delivery locations (if different to Teaching Institution) 4. Programme(s) Accredited by (professional/statutory

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School /City Campus 3. Final Award,

More information

Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm*

Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm* Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm* The proliferation of economics courses offered partly or completely on-line (Katz and Becker,

More information

The impact of Discussion Classes on ODL Learners in Basic Statistics Ms S Muchengetwa and Mr R Ssekuma e-mail: muches@unisa.ac.za, ssekur@unisa.ac.

The impact of Discussion Classes on ODL Learners in Basic Statistics Ms S Muchengetwa and Mr R Ssekuma e-mail: muches@unisa.ac.za, ssekur@unisa.ac. 1 The impact of Discussion Classes on ODL Learners in Basic Statistics Ms S Muchengetwa and Mr R Ssekuma e-mail: muches@unisa.ac.za, ssekur@unisa.ac.za Abstract Open distance learning institutions, like

More information

Enrolment. Step by Step Guide

Enrolment. Step by Step Guide Enrolment Step by Step Guide ENROLMENT PROCESS FLOWCHART... 3 STEP 1: RECEIVE YOUR OFFER EMAIL... 4 DOMESTIC STUDENTS SATAC (UNDERGRADUATE)... 4 DOMESTIC STUDENTS GRADSTART (POSTGRADUATE)... 4 INTERNATIONAL

More information

Term paper quality of online vs. traditional students

Term paper quality of online vs. traditional students ABSTRACT Term paper quality of online vs. traditional students Stephen Hayward West Texas A&M University Rex Pjesky West Texas A&M University This paper uses a blind grading process to test if the performance

More information

South Georgia State College Distance Learning Policy

South Georgia State College Distance Learning Policy South Georgia State College Distance Learning Policy Mission The South Georgia College Mission remains that of a commitment to excellence in education to promote critical thinking and higher levels of

More information

A Peer Review Guide for Online Courses at Penn State

A Peer Review Guide for Online Courses at Penn State Background In 1987, Arthur Chickering and Zelda Gamson published Seven Principles for Good Practice in Undergraduate Education, a summary of 50 years of higher education research that addressed good teaching

More information

Heriot-Watt Management Programme Programme Handbook 2009-2010. School of Management and Languages

Heriot-Watt Management Programme Programme Handbook 2009-2010. School of Management and Languages Heriot-Watt Management Programme Programme Handbook 2009-2010 School of Management and Languages Heriot-Watt Management Programme School of Management and Languages Programme Handbook 2009-2010 PART A

More information

Student Success at the University of South Carolina: A comprehensive approach Category: Academic Support

Student Success at the University of South Carolina: A comprehensive approach Category: Academic Support Student Success at the University of South Carolina: A comprehensive approach Category: Academic Support Summary: The University of South Carolina Student Success Center offers a comprehensive array of

More information

A Peer Review Guide for Online Courses at Penn State

A Peer Review Guide for Online Courses at Penn State Background In 1987, Arthur Chickering and Zelda Gamson published Seven Principles for Good Practice in Undergraduate Education, a summary of 50 years of higher education research that addressed good teaching

More information

MSc Economics Programme Specification. Course Title MSc Economics.

MSc Economics Programme Specification. Course Title MSc Economics. MSc Economics Programme Specification Course Overview Course Title MSc Economics. The MSc Economics degree is a one-year full-time course. It provides a foundation in modern techniques of quantitative

More information

Formative Assessment: Evaluating the Effectiveness of Online Quizzes in a Core Business Finance Course

Formative Assessment: Evaluating the Effectiveness of Online Quizzes in a Core Business Finance Course Formative Assessment: Evaluating the Effectiveness of Online Quizzes in a Core Business Finance Course Hamish D. Anderson Department of Economics and Finance College of Business Massey University Palmerston

More information

FREEDOM IN ADULT EDUCATION

FREEDOM IN ADULT EDUCATION FREEDOM IN ADULT EDUCATION Abstract The paper deals with the term freedom in the education environment. The author s attention is focused on the adult education. He attempts to specify his point of view

More information

Factors Affecting Critical Thinking in an Online Course. Simone Conceição, PhD Assistant Professor University of Wisconsin-Milwaukee

Factors Affecting Critical Thinking in an Online Course. Simone Conceição, PhD Assistant Professor University of Wisconsin-Milwaukee 1 21st Annual Conference on Distance Teaching and Learning click here -> Factors Affecting Critical Thinking in an Online Course Simone Conceição, PhD Assistant Professor University of Wisconsin-Milwaukee

More information

Assessing Blackboard: Improving Online Instructional Delivery

Assessing Blackboard: Improving Online Instructional Delivery Assessing Blackboard: Improving Online Instructional Delivery Adnan A. Chawdhry chawdhry_a@cup.edu California University of PA Karen Paullet kp1803@online.apus.edu American Public University System Daniel

More information

DOCTORAL PROGRAM IN ENGINEERING EDUCATION

DOCTORAL PROGRAM IN ENGINEERING EDUCATION DOCTORAL PROGRAM IN ENGINEERING EDUCATION UTM IN THE WORLD ENGINEERING EDUCATION MAP UTM (Universiti Teknologi Malaysia) been actively involved in conducting training, research and seminars in the engineering

More information

4/3/2014. Rationale for Developing Hybrid Education Master s Program. A Hybrid Distance Education Model For the Master s Degree Program

4/3/2014. Rationale for Developing Hybrid Education Master s Program. A Hybrid Distance Education Model For the Master s Degree Program A Hybrid Distance Education Model For the Master s Degree Program Presented by: Gail Richard & Rebecca Throneburg High Demand, Selective Traditional Program Master s degree is entrylevel degree to practice

More information

Benchmarking across universities: A framework for LMS analysis

Benchmarking across universities: A framework for LMS analysis Benchmarking across universities: A framework for LMS analysis Lynnae Rankine University of Western Sydney Leigh Stevenson Griffith University Janne Malfroy University of Western Sydney Kevin Ashford-Rowe

More information

Teaching Online at UD Best Practices Guide

Teaching Online at UD Best Practices Guide Teaching Online at UD Best Practices Guide Version 1.0 April 14, 2009, Updated January 26, 2015 Ryan C. Harris Learning Teaching Center UDit Curriculum Innovation and E Learning Delivering Quality Online

More information

Activity-Based Costing Models for Alternative Modes of Delivering On-Line Courses

Activity-Based Costing Models for Alternative Modes of Delivering On-Line Courses 1 of 14 Activity-Based Costing Models for Alternative Modes of Delivering On-Line Courses Chris Garbett [c.garbett@leedsmet.ac.uk] MSc BSc (Hons) FRICS FHEA Principal Lecturer and Teacher Fellow School

More information

PREDICTING STUDENT SATISFACTION IN DISTANCE EDUCATION AND LEARNING ENVIRONMENTS

PREDICTING STUDENT SATISFACTION IN DISTANCE EDUCATION AND LEARNING ENVIRONMENTS Turkish Online Journal of Distance Education-TOJDE April 2007 ISSN 1302 6488, Volume: 8 Number: 2 Article: 9 PREDICTING STUDENT SATISFACTION IN DISTANCE EDUCATION AND LEARNING ENVIRONMENTS ABSTRACT Ismail

More information

Student Involvement in Computer-Mediated Communication: Comparing Discussion Posts in Online and Blended Learning Contexts

Student Involvement in Computer-Mediated Communication: Comparing Discussion Posts in Online and Blended Learning Contexts The 1 st International Conference on Virtual Learning, ICVL 2006 113 Student Involvement in Computer-Mediated Communication: Comparing Discussion Posts in Online and Blended Learning Contexts Amy M. Bippus

More information

Course/programme leader: Tina Cartwright (from Sept 2014)

Course/programme leader: Tina Cartwright (from Sept 2014) PROGRAMME SPECIFICATION Course record information Name and level of final award: Name and level of intermediate awards: Awarding body/institution: Status of awarding body/institution: Location of delivery:

More information

Comparison of Teaching Systems Analysis and Design Course to Graduate Online Students verses Undergraduate On-campus Students

Comparison of Teaching Systems Analysis and Design Course to Graduate Online Students verses Undergraduate On-campus Students Comparison of Teaching Systems Analysis and Design Course to Graduate Online Students verses Undergraduate On-campus Students Adeel Khalid a1* a Assistant Professor, Systems and Mechanical Engineering

More information

Maximizing Learning in Online Training Courses: Meta-Analytic Evidence. Traci Sitzmann

Maximizing Learning in Online Training Courses: Meta-Analytic Evidence. Traci Sitzmann Maximizing Learning in Online Training Courses: Meta-Analytic Evidence Traci Sitzmann Advanced Distributed Learning 1 Purpose of Current Study Compare Web-based instruction and blended learning to classroom

More information

Programme Specification for MSc Applied Sports Performance Analysis

Programme Specification for MSc Applied Sports Performance Analysis PROGRAMME SPECIFICATION Postgraduate Courses Programme Specification for MSc Applied 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited

More information

Flinders University Faculty of Science and Engineering. Online Teaching and Learning Strategic Plan and Implementation Strategy

Flinders University Faculty of Science and Engineering. Online Teaching and Learning Strategic Plan and Implementation Strategy Flinders University Faculty of Science and Engineering Online Teaching and Learning Strategic Plan and Implementation Strategy Introduction This document outlines the Faculty s strategic plan for online.

More information

MOE Online Class Quality Guidelines

MOE Online Class Quality Guidelines MOE Online Class Quality Guidelines The following guidelines were developed by the MiraCosta Online Educators committee to inform online faculty of required elements for Distance Education classes, offer

More information

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL Rationale: Professional development takes many forms, including such activities as workshops, courses, conferences,

More information

So You Want To Go To Econ Grad School...

So You Want To Go To Econ Grad School... So You Want To Go To Econ Grad School... Tim Salmon Department of Economics Florida State University October 2006 I get asked a number of questions each year by students who are considering economics graduate

More information

Predicting the Performance of a First Year Graduate Student

Predicting the Performance of a First Year Graduate Student Predicting the Performance of a First Year Graduate Student Luís Francisco Aguiar Universidade do Minho - NIPE Abstract In this paper, I analyse, statistically, if GRE scores are a good predictor of the

More information

University of Khartoum. Faculty of Arts. Department of English. MA in Teaching English to Speakers of Other Languages (TESOL) by Courses

University of Khartoum. Faculty of Arts. Department of English. MA in Teaching English to Speakers of Other Languages (TESOL) by Courses University of Khartoum Faculty of Arts Department of English MA in Teaching English to Speakers of Other Languages (TESOL) by Courses 3 Table of Contents Contents Introduction... 5 Rationale... 5 Objectives...

More information

Student Engagement Strategies in One Online Engineering and Technology Course

Student Engagement Strategies in One Online Engineering and Technology Course Paper ID #7674 Student Engagement Strategies in One Online Engineering and Technology Course Dr. Julie M Little-Wiles, Purdue School of Engineering and Technology, IUPUI Dr. Julie Little-Wiles is a Visiting

More information

Internet classes are being seen more and more as

Internet classes are being seen more and more as Internet Approach versus Lecture and Lab-Based Approach Blackwell Oxford, TEST Teaching 0141-982X Journal Original XXXXXXXXX 2008 The compilation UK Articles Statistics Publishing Authors Ltd 2008 Teaching

More information

The International Research Foundation for English Language Education

The International Research Foundation for English Language Education Title of Report: Online Seminar in Language Teacher Education at Monterey Institute of International Studies Case Report Author: Kathleen M. Bailey Organization: Monterey Institute of International Studies

More information

Brown University Department of Economics Spring 2015 ECON 1620-S01 Introduction to Econometrics Course Syllabus

Brown University Department of Economics Spring 2015 ECON 1620-S01 Introduction to Econometrics Course Syllabus Brown University Department of Economics Spring 2015 ECON 1620-S01 Introduction to Econometrics Course Syllabus Course Instructor: Dimitra Politi Office hour: Mondays 1-2pm (and by appointment) Office

More information

Rena M Palloff, PhD Capella University Program and Faculty Lead, Doctorate in Social Work

Rena M Palloff, PhD Capella University Program and Faculty Lead, Doctorate in Social Work Rena M Palloff, PhD Capella University Program and Faculty Lead, Doctorate in Social Work As of Fall 2011, online learning reached 32% of total higher education enrollments (Allen & Seaman, 2013). Per

More information