Expanding Your Traditional Quick Books Course with Labyrinth Learning Digital Tools in an Online Environment
DOI:
https://doi.org/10.53555/nnbma.v4i1.40Keywords:
Action Research, Labyrinth Learning,, Online, QuickBooks, Undergraduate AccountingAbstract
This Study focuses on processes and outcomes associated with an accounting faculty initiative to reform teaching and learning in the undergraduate accounting curriculum at a private university. The purpose of this study is fourfold. First, the study examines the preparation for students in the workplace. Second, retention and completion of students. Third, the study examines learning outcomes to improve undergraduate teaching. Lastly, the study aims to develop an understanding of how outcomes of digital tools technology-enhanced reform can serve to alleviate time constraints on accounting faculty and address challenges of faculty in an online environment.
References
de Freitas, S. I., Morgan, J., & Gibson, D. (2015). Will MOOCs transform learning and teaching in higher education? Engagement and course retention in online learning provision. British Journal Of Educational Technology, 46(3), 455-471. doi:10.1111/bjet.12268
Mantooth, J. D. (2010). The effects of professor humor on college students' attention and retention (Order No. 3430615). Available from ProQuest Central; ProQuest Dissertations & Theses Global. (768025797). Retrieved from https://search proquestcom.contentproxy.phoenix.edu/docview/768025797?accountid=134061
Meyer, K. A. (2014). Student engagement online: What works and why Wiley.
Strang, K., (2016) "How student behavior and reflective learning impact grades in online business courses", Journal of Applied Research in Higher Education, Vol. 8 Issue: 3, pp.390-410, https://doi.org/10.1108/JARHE-06-2015-0048
U.S. Department of Education, Office of Educational Technology, Reimagining the Role of Technology in Higher Education: A Supplement to the National Education Technology Plan, Washington, D.C., 2017.
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