Findings from a Study of Student Use of Technology in Accounting Courses

• In Event: ED Talks-short (e.g., 10-minute TED-like talks) talks about Teaching and Learning:

Abstract

As technology becomes more accessible and affordable, more students are adopting technology to study and more teachers are adopting technology as a means to disseminate knowledge in the classroom. Despite of (or, perhaps, because of) the greater ease afforded by the use of technology in the classroom, it is not clear whether or not the use of technology actually increases student performance or if any observed effects are generalizable across disciplines and/or class-formats.

In this session I would present findings from a series of studies that I have worked on with Cornell University graduate student Matthew Cohen, and with Quinnipiac University Associate Professor Ken Ryack. These studies examine instructional approaches at two universities in the US using survey, archival and experiment methods to examine how students’ use of technology for note-taking and homework-preparation affects their short-term performance, long-term learning, and confidence in accounting courses.

The goal of the session would be to share our findings and, more importantly, solicit feedback from other faculty members on their experiences of how to use technology effectively and observations of how to promote effective student-use of technology in accounting classes.

Author

• Zeshawn Afsari Beg, Quinnipiac University