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Transforming ACCT 302: From Tradition to Web-Enhanced Learning for Future Business Leaders

ACCT 302 has evolved from a conventional classroom format to an innovative web-enhanced course, integrating both instructor-created resources and publisher materials for a comprehensive learning experience. This foundational course is essential for business majors, ensuring they acquire vital accounting knowledge needed in various careers such as management and human resources. The transformation has led to increased student engagement, improved performance, and easy access to course materials, creating a dynamic learning environment. This adaptation has not only benefited students but has also provided instructors with more effective teaching tools and communication methods.

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Transforming ACCT 302: From Tradition to Web-Enhanced Learning for Future Business Leaders

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  1. Web-Enhancing with Publisher Materials The transformation of ACCT 302

  2. ACCT 302 This course was transformed from a traditional on-ground course to a web-enhanced course, utilizing both instructor-prepared resources and publisher materials.

  3. ACCT 302 • Sometimes students resist taking this course, stating, “I’d rather have a root canal.” • Yet, it is a foundational course for business majors.

  4. Why is it a “cornerstone” course? • All business students must take this course. • They must pass this course to go on in the business program. • Students will use knowledge from this course in various careers, such as accounting, management, human resources.

  5. In the beginning: The “Fledgling” 302 Was taught in the traditional way. The course had no web component. It featured in-class: • Lectures • Overhead transparencies • Videos • Scan-tron exams • Solutions (available in Library)

  6. Then came the first simple online additions: • Syllabus • Course Schedule • Publisher’s link (PowerPoint) • Chapter Quizzes • Lecture notes in Discussions

  7. It did not feature: • Class Discussions • In-class content (lecture notes) Why did it change? • Students began to request copies of overheads, videos, hand-outs, and lecture summaries. I didn’t want to give my originals out! I needed a way to distribute copies to the whole class.

  8. So the new, improved 302 emerged With a little help from the Center, the following features were added: • Interactive Syllabus and Orientation • Calendar • Active Discussion Board • PowerPoint Presentations • Videos • Lecture Notes • Practices Quizzes • Assignments • Solutions to problems

  9. How have students benefited? • Online Access to Courses materials • Increased Student Interaction through discussions • Increased interest in field of Accounting • Greater Accounting knowledge • Improved “at risk” Student performance

  10. How has their instructor benefited? • Peace of mind: students have a ‘fall back’ after class to review materials. • Diminishes follow-up calls and emails from students regarding class activity or lectures. • Provides Exam and homework feedback online. • Calendar entries have become a vital means of communication.

  11. Adapting Publisher Courses to your online class

  12. Review Publisher’s Version Carefully All publisher offerings are not equal. • Some furnish a complete shell, ready to go. • Some offer student links to online publisher’s materials. • Some have instructor materials online that you can download and utilize.

  13. If you use a course shell Select materials carefully.

  14. Many complete course shells offer: • Objectives • Chapter Summaries • PowerPoint Chapter presentations • Case Studies, Questions or Problems, and Solutions • Quizzes • Instructor’s manual

  15. But they may also offer: • Glossaries • Study helps: Flash Cards • Annotated Internet Links • Self-grading practice quizzes • Interactive exercises (Business Around the World clickable map, giving business news for that area) • Narrated Videos • News Feeds on specific topics • Group Project case studies So which do you choose?

  16. Questions to ask yourself: • Will you teach the entire book? • Do the materials emphasize or support the concepts you want to stress? • Will students rely on supplemental materials rather than read the text? • Do publisher’s quizzes emphasize the points you want to test?

  17. Additional considerations: Remember what publisher courses don’t offer: • Assessment Choices • Exams • Projects, Papers • Group work • Easy student navigation • Discussion questions

  18. If you use publisher materials: • Be selective about material • Indicate which items are optional and which are required. • Add discussion questions and other content. • Adapt content to the GSU standard template so that courses remain consistent across the curriculum.

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