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Cited by 11Online and Blended LearningAccounting Education and CareersTechnology-Enhanced Education Studies

Comparison of Learning Outcomes from Online and Face-to-Face Accounting Courses

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Faidley, Joel Keith·2018·Unpublished
DOI 10.13140/rg.2.2.15703.98724
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Abstract

Online education continues to evolve and grow dramatically at colleges and universities across the globe. Today’s society is comprised of people who are increasingly busy with work and family obligations and who are looking for more flexible and expedited avenues for higher education. Institutions seek to meet these new demands by offering online distance educational opportunities while increasing cash flow for their college. Unfortunately the pitfalls to this rush to meet online demand results in what some researchers assert are inadequate quality content and curriculum. Others indicate there are not significant differences in the outcomes from online learning compared with traditional face-to-face classes. Much of the research has been conducted on nonquantitative courses, quantitative courses with small sample sizes, or large sample sizes that are not controlled for quality of online content, delivery, or verification of learning. The purpose of this quasi-experimental ex-post-facto study was to compare student outcomes from two Principles of Accounting courses both delivered in two methods of instruction: traditional face-to-face (F2F) and an on-line asynchronous format. The online content for both courses was developed with assistance of academic technology professionals at the participating university. Student learning was measured as final course grade where all exams were administered by a testing center in a proctored environment. The sample size included 124 students from the online sections and 433 students from the traditional face-to-face sections. Eight research questions were examined using independent samples t-test for 6 of the analyses, ANOVA for 1 question, and multiple regression for predictors of mean final course grade. The results indicated students performed significantly better in the face-to-face classes than the online sections. Female students scored significantly higher than male students in both methods of instruction. ACT composite score, ACT math score, GPA, gender, and method of instruction all were significantly related to final course grade. Age was not a significant predictor of final course grade but in the online sections nontraditional students (age 25 and older) scored significantly higher than students under the age of 25.

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  • Similar findings of lower grades and negative impact on later enrollment are reported for both baccalaureate and community college students across a variety of disciplines.

    “Similar findings of lower grades and negative impact on later enrollment are reported for both baccalaureate and community college students across a variety of disciplines (Alpert et al., 2016; Burns et al., 2013; Faidley, 2018; Francis et al., 2019; Garman, 2012; Hart et al., 2018; Keramidas, 2012).”

    From Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics (2022) · cites this paper as Faidley, 2018

    The paper reports in Additional information (page unavailable) that face-to-face students performed significantly better than online students on final grades in Principles of Accounting. Its study is limited to accounting courses at one university; the passages do not report an effect on later enrollment or establish findings across community colleges and multiple disciplines. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Some single course studies found that students who chose online courses had lower G.P.A.s and performed more poorly than face-to-face peers.

    “On the other hand, some single course studies (Driscoll et al., 2012; Faidley, 2018; Helms, 2014; Johnson & Palmer, 2015) found that students who chose online courses had lower G.P.A.s and performed more poorly than face-to-face peers.”

    From Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics (2022) · cites this paper as Faidley, 2018

  • Numerous studies indicate that a larger proportion of women students enroll in online courses.

    “Numerous studies, which confirm a plethora of earlier research, indicate that a larger proportion of women students enroll in online courses”

    From Post-secondary online learning in the U.S.: an integrative review of the literature on undergraduate student characteristics (2022) · cites this paper as Faidley, 2018

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  66. ?accountid=10771 Ruth, D., & Conners, S. E. (2012). Distance learning in a core business class: Determinants of success in learning outcomes and post-course performance. Academy of Educational Leadership Journal, 16(1), 123-131. Retrieved on September 9, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest-com.iris.etsu.edu:3443/ docview/1037692087?accountid=10771
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  68. Santo, S. A. (2006). Relationships between learning styles and online learning: Myth or reality? Performance Improvement Quarterly, 19(3), 73-88. Retrieved on September 21, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest-com.iris. etsu.edu:3443/docview/218517854?accountid=10771
  69. Schmidt, S. (2012). The rush to online: Comparing students' learning outcomes in online and face-to-face accounting courses. (Doctoral dissertation). Retrieved on October 14, 2016 from http://search.proquest.com/docview/1039150240
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  71. Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of web-based and classroom instruction: A meta-analysis. Personnel Psychology, 59(3), 623-664. Retrieved on September 18, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest-com.iris.etsu.edu:3443/ docview/220149445?accountid=10771
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  75. Sohn, K., & Romal, J. B. (2015). Meta-analysis of student performance in micro and macroeconomics: Online vs. face-to-face instruction. The Journal of Applied Business and Economics, 17(2), 42-51. Retrieved on September 7, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest-com.iris.etsu.edu:3443/ docview/1726798459?accountid=10771
  76. Tabatabaei, M., & Gardiner, A. (2012). Recruiters' perceptions of information systems graduates with traditional and online education. Journal of Information Systems Education, 23(2), 133-142. Retrieved on September 13, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest-com.iris.etsu.edu:3443/ docview/1095795017?accountid=10771
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  83. Watters, M. P., & "Jep" Robertson, P.,J. (2009). Online delivery of accounting courses: Student perceptions. Academy of Educational Leadership Journal, 13(3), 51-57. Retrieved on September 3, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest -com.iris.etsu.edu:3443/docview/214227942?accountid=10771
  84. Wiechowski, L., & Washburn, T. L. (2014). Online finance and economics courses: A comparative study of course satisfaction and outcomes across learning models. American Journal of Business Education (Online), 7(1), 37. Retrieved on September 26, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search.proquest.com/docview/14779753 55
  85. ?accountid=10771 Wilkes, R. B., Simon, J. C., & Brooks, L. D. (2006). A comparison of faculty and undergraduate students' perceptions of online courses and degree programs. Journal of Information Systems Education, 17(2), 131-140. Retrieved on September 16, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest-com.iris.etsu.edu:3443/ docview/200158724?accountid=10771
  86. Williams, E. A., & Duray, R. (2006). Teamwork orientation, group cohesiveness, and student learning: A study of the use of teams in online distance education. Journal of Management Education, 30(4), 592-616. Retrieved on September 3, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest-com.iris.etsu.edu:3443/ docview/195716751?accountid=10771
  87. Woolley, D. J. (2015). Which helps accounting students learn more: Traditional homework, online homework, or clickers? Academy of Educational Leadership Journal, 19(3), 337- 343. Retrieved on October 4, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest-com.iris.etsu.edu:3443/ docview/1768629573?accountid=10771
  88. Wright, M. K. (2014). The trouble with online undergraduate business degrees in traditional regional universities. Journal of College Teaching & Learning (Online), 11(1), 13. Retrieved on September 25, 2017 from https://login.iris.etsu.edu:3443/login?url=https://search-proquest-com.iris.etsu.edu:3443/ docview/1477975483?accountid=10771 VITA JOEL KEITH FAIDLEY Education: Public Schools. Sullivan County and Bristol, Tennessee City B.S. Computer Science & Accountancy, Cum Laude, East Tennessee State University, Johnson City, Tennessee 1982
  89. Director of Finance at Spectro Dynamic Systems, LLC, Hickory, North Carolina, 1994 -1998 Presentations / Publications: Accounting Update Conference, "Lean Principles and Six Sigma Impact on Cost and Finance", September 2016, Johnson City, TN Appalachian Research in Business Symposium (ARBS), "Looking Back Looking Forward -Stock Market Valuations and Comparisons", March 2017, Appalachian State University, Boone, North Carolina

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Authors
Faidley, J. K.
Corresponding author
Faidley, Joel Keith
Venue
Unpublished
Publisher
Unpublished
Published
2018
DOI
10.13140/rg.2.2.15703.98724
OpenAlex
W2804097307
Cited by
10
References
0
Citations by year
2025: 1 · 2024: 2 · 2023: 3 · 2022: 1 · 2021: 3
FWCI
2.44
Type
journal article
Language
en
Open access
Locations
  • Digital Commons - East Tennessee State University (East Tennessee State University) (submittedVersion)
  • ProQuest LLC eBooks
Funders
East Tennessee State University
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Business, Management and Accounting › Accounting › Accounting Education and Careers
  • Social Sciences › Education › Technology-Enhanced Education Studies
Keywords
online learning, face-to-face teaching, accounting education, accounting principles, learning outcomes, final course grades, asynchronous online courses, gender differences in academic performance, ACT scores, GPA, non-traditional students, predictors of academic performance

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