The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses

Autor/inn/en	Duncan, Keith; Kenworthy, Amy; McNamara, Ray
Titel	The Effect of Synchronous and Asynchronous Participation on Students' Performance in Online Accounting Courses
Quelle	In: Accounting Education, 21 (2012) 4, S.431-449 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2012.673387
Schlagwörter	Accounting; Electronic Learning; Asynchronous Communication; Academic Achievement; Online Courses; Student Participation; Foreign Countries; Masters Programs; Graduate Students; Robustness (Statistics); Predictor Variables; Correlation; Tests; Business Administration Education; Grades (Scholastic); Australia + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Schulleistung; Online course; Online-Kurs; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Widerstandsfähigkeit; Prädiktor; Korrelation; Examination; Prüfung; Examen; Notenspiegel; Australien
Abstract	This article examines the relationship between MBA students' performance and participation in two online environments: a synchronous forum (chat room) and an asynchronous forum (discussion board) at an Australian university. The "quality" and "quantity" of students' participation is used to predict their final examination and course grade performance outcomes. We find that the total "quality" of students' participation is positively related to final examination performance but the total "quantity" of students' participation is related to overall course performance. We also find that synchronous engagement with the course (combined "quality" and "quantity") drives these results and has twice the examination and grade impact relative to asynchronous course engagement. We conclude that encouraging high quality and frequent participation in both synchronous and asynchronous forums will help maximise students' performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01