AAA Spark Meeting of Regions

Choosing Synchronous versus Asynchronous Introductory Accounting Classes: A Data Analytics Approach to Student Scheduling and Advising.

• In Event: Reevaluating Ways of Teaching Accounting

Abstract

This study investigates a perceived student performance disparity between traditional synchronous and web-based asynchronous course delivery. We examined data from over 15,000 students that took introductory financial and managerial accounting classes at a large state university. We analyzed student demographic and class performance data. Controlling for instructor and year effects, we find a statistically significant lower DFW rate (better performance) in the synchronous introductory accounting classes compared to the asynchronous ones. Using these findings, we revised scheduling and advising protocols to improve student success likelihood in the asynchronous sections. This study provides two insights applicable to many accounting departments. As the number of web-based asynchronous class offerings grow, empirically exploring student performance implications may be warranted. Additionally, the study provides an example of working within the limitations of existing registration policies and systems to translate the result of the analysis into improved advising and scheduling approaches.

Authors

• R. Drew Sellers, Kent State University

• Wendy Tietz, Kent State University

• Yan Z Woodard, kent state university