東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining Student and Faculty Percep...

Matt, Katie F.

Linked to FindBook

Google Book

Amazon

博客來

Examining Student and Faculty Perception of Collaborative Learning in Online Accounting Courses.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining Student and Faculty Perception of Collaborative Learning in Online Accounting Courses./
Author:	Matt, Katie F.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	134 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28157890
ISBN:	9798582507604

Examining Student and Faculty Perception of Collaborative Learning in Online Accounting Courses.
Matt, Katie F.

Examining Student and Faculty Perception of Collaborative Learning in Online Accounting Courses. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 134 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2020.

This item must not be sold to any third party vendors.

As higher education has experienced a steady increase in online course offerings, accounting education has offered more courses in the online setting, however, its effectiveness has less been examined. The accounting industry has emphasized the necessity of accounting graduates to have effective communication and collaboration skills (i.e., soft skills). Yet, current accounting education tends to focus less on developing those soft skills, and less empirical research has delved into how collaborative learning in online accounting courses has been perceived by students and instructors. This dissertation study consists of two studies. The first study examined student perception of collaboration in the online accounting classroom through student interviews. The results of the student interviews informed the second study to examine further on accounting faculty perception of online teaching in ways to enhance students' soft skills. Taking Community of Inquiry (CoI) and Teaching Efficacy as frameworks, the second study investigated faculty perception of teaching soft skills and online teaching self-efficacy through an online survey (n=170). Background information of faculty (e.g., academic rank, online teaching experiences, participation in a professional development course and more) were used as potential variables that may affect faculty perceptions and online teaching efficacy. From the statistical analyses, we found faculty's academic rank, years of experience teaching online, format of most classes taught, and experience in preparatory course/seminar in online teaching affect online teaching efficacy. Format of most classes taught affects perceptions of CoI. Furthermore, we observed a positive correlation between the variables of online teaching efficacy and variables of community of inquiry. Based on the findings from two studies, future research directions and implications for online accounting education practices are discussed.

ISBN: 9798582507604Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Student perception

Examining Student and Faculty Perception of Collaborative Learning in Online Accounting Courses.
LDR:03184nmm a2200385 4500 001 2284581
005 20211123073351.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798582507604
035 $a (MiAaPQ)AAI28157890
035 $a AAI28157890
040 $a MiAaPQ $c MiAaPQ
100 1 $a Matt, Katie F. $3 3563759
245 1 0 $a Examining Student and Faculty Perception of Collaborative Learning in Online Accounting Courses.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 134 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
500 $a Advisor: Chang, Yunjeong.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a As higher education has experienced a steady increase in online course offerings, accounting education has offered more courses in the online setting, however, its effectiveness has less been examined. The accounting industry has emphasized the necessity of accounting graduates to have effective communication and collaboration skills (i.e., soft skills). Yet, current accounting education tends to focus less on developing those soft skills, and less empirical research has delved into how collaborative learning in online accounting courses has been perceived by students and instructors. This dissertation study consists of two studies. The first study examined student perception of collaboration in the online accounting classroom through student interviews. The results of the student interviews informed the second study to examine further on accounting faculty perception of online teaching in ways to enhance students' soft skills. Taking Community of Inquiry (CoI) and Teaching Efficacy as frameworks, the second study investigated faculty perception of teaching soft skills and online teaching self-efficacy through an online survey (n=170). Background information of faculty (e.g., academic rank, online teaching experiences, participation in a professional development course and more) were used as potential variables that may affect faculty perceptions and online teaching efficacy. From the statistical analyses, we found faculty's academic rank, years of experience teaching online, format of most classes taught, and experience in preparatory course/seminar in online teaching affect online teaching efficacy. Format of most classes taught affects perceptions of CoI. Furthermore, we observed a positive correlation between the variables of online teaching efficacy and variables of community of inquiry. Based on the findings from two studies, future research directions and implications for online accounting education practices are discussed.
590 $a School code: 0656.
650 4 $a Education. $3 516579
650 4 $a Educational technology. $3 517670
650 4 $a Educational psychology. $3 517650
650 4 $a Educational sociology. $3 519608
653 $a Student perception
653 $a Faculty perception
653 $a Collaborative learning
653 $a Online course
690 $a 0515
690 $a 0272
690 $a 0525
690 $a 0710
690 $a 0340
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1026373
773 0 $t Dissertations Abstracts International $g 82-09A.
790 $a 0656
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28157890