Top PDF Accounting Online. Course Description:

Mr. Mitchell is a certified accountant with Masters Degrees in Tax Law and Accounting Systems. His work experience includes tax and accounting work with newspapers, stores and consulting businesses. As a teacher he has worked with companies such as Michigan Consolidated Gas and many smaller businesses. He has also taught at Grand Valley State University, Davenport University and the University of Phoenix. His favorite groups to teach are juniors and seniors in high school. They are the most interesting and fun groups.

It is expected that graduates from this programme will be able to take responsibility for the management and administration of a health practice, including the recruitment, supervision and training of staff, accounting and systems administration, compliance and reporting functions and internal and external communications. They will have a sound understanding of health policy and legislative requirements and they will be able to manage and respond to patient and customer relationships with sensitivity and respect.

deciding to expand their online course offerings, faculty are interested in the achievement of learning outcomes when courses are delivered through the internet. Currently, there are faculty who believe only face-to-face on-campus experiences can provide the proper learning environment for undergraduate accounting students. The purpose of this study is to report on the performance of students taking an intermediate accounting course online compared with students who took the course in the traditional on-campus format. Student assessments of learning included nine objective online homework problems and an essay on professionalism. In addition, students were surveyed to provide self-assessments of learning based on seven learning objectives for the course. If similar outcomes can be accomplished in online courses in students’ achievement of learning objectives performance on homework, and in their understanding of professionalism, then

instructions and the link through their ONID. They may also log into the system via Online Services. Course evaluation results are extremely important and used to help improve courses and the online learning experience for future students. Responses are anonymous (unless a student chooses to “sign” their comments, agreeing to relinquish anonymity) and unavailable to instructors until after grades have been posted. The results of scaled

This paper serves to expand on previous findings to determine if course length also plays a factor on overall grades in an online numeric-based class. Specifically, this study will concentrate on numerical courses (such as math, accounting, and statistics) in an online setting offered in different course lengths. When working on the University Wide Distance Education Committee at IUP, the author noticed a difference in numeric grades when offered online as compared to a face-to-face format. This committee has been looking into the various courses that are taken online and possible methods to increase student success and grades. However, there was very little attention to the impact, if any, the course length had on student success. In researching the classes offered online, it was found that the majority of accounting, math, and numeric-based courses were offered in the 100-200 level range, with only one class residing in the 300 course range. This paper intends to examine what, if any, impact course length has on overall course grades and to draw a conclusion based on the data collected for the purpose of this study.

To find studies, go under “Studies”, and you’ll see a list of studies available. You will know whether or not a study can be signed up for if you see the words “Timeslots Available” next to the study name. To sign up for a study click on “Timeslots Available”. Note that online studies can be taken at your convenience; however read the study description to see whether you need to complete the study within a certain timeframe of either having signed up or receiving a

Because randomized experiments are often impractical within education, researchers are forced to utilize quasi-experimental methodologies to estimate causal effects. For example, when students self-select into online courses (as opposed to being randomly assigned to them), bias is introduced into the effect estimates (Khandker et al., 2010; Rubin, 1976). It is likely that the same factors driving students to select into an online course are correlated with the outcomes of interest, thus biasing the estimates. For example, the literature review explained that older, employed students with external commitments are more likely to take online courses (Community College Research Center, 2013; Dutton et al., 2002; Sussman & Dutter, 2010; McLaren, 2004), but students fitting this description are also less likely to persist (Bean & Metzner, 1985). Without controlling for the fact that older, employed students are more likely to enroll in an online course, we may conclude that online courses have higher withdrawal rates than face-to-face courses, when those older, employed students would have been just as likely to drop out of a face-to-face course.

You must attend and participate in your on-campus or online course(s) in order to receive federal financial aid. Your instructor is required by law to validate your attendance in your on-campus or online course in order for you to receive financial aid. You must participate in an academic related activity pertaining to the course but not limited to the following examples: initiating contact with your instructor to ask a question about the academic subject studied in the course; submitting an academic assignment; taking an exam; completing an interactive video; participating in computer-assisted instruction; attending a study group assigned by the instructor; or participating in an online discussion board about academic matters relating to the course. In an online course, simply logging in is not sufficient by itself to demonstrate academic attendance. You must demonstrate that you are participating in your online class and are engaged in an academically related activity such as in the examples described above. Failure to do so will prevent you from being certified and will affect your financial aid.

Online Marketing is extremely dynamic and by the time there is any book written, it also nears obsolescence. We will mostly be relying only on articles from various academic publications (e.g. Harvard Business Review; Sloan Management Review etc.). We will use parts (one or few chapters) of the following books for some of the topics through the semester. You may purchase these books if the topics are of special interest to you personally or for your career.

The general discussion forum appears on the main course Web site and serves as a repository of knowledge and a general point of contact for the course. Use the general forum to arrange working groups, share ideas and resources, and start discussions. Participation on the general discussion forum is highly encouraged, but is not graded. The 'thematic' fora will be linked directly to, for instance, a reading or resource, and will serve as an online discussion about that topic in particular. The thematic fora will appear under a unit section, will have a posting deadline, and a minimum posting of no less than 200 words. Forum postings are required to be written in complete sentences with correct spelling and grammar. Civil debates and discussion are encouraged and expected in all fora. Any inflammatory or derogatory postings will not be tolerated, and all postings will be

download the course material in a PDF format will only be available after the module has been successfully completed within the online platform. The student will complete all exercises and quizzes through their personal computer via the internet. Course progress will be monitored by TrainingPro.

Figure 1 shows a different outcome when the two groups of students are given quizzes that can be completed over a 48-hour period. In this setting, both groups of students have unfettered access to books and other resources to help them complete the work. From the classroom students’ perspective, the change in testing method was significant. Indeed, access to resources is a major departure from traditional in-class testing and the online students had access to resources under both testing methods. Interestingly, as a group, performance of the online students was lower when they were given an extended amount of time to complete the quizzes. Classroom students averaged 85.1% while the online students averaged only 74.3% on this set of quizzes. This 11% stronger performance by the classroom group in this setting may be a result of interaction among the students, both inside and outside of class. Of course, a second possibility is that the traditional, in-class, environment is a better learning environment. In most cases, a classroom setting produces much more collaboration among students than is typically found in an online learning environment.

Students taking fully online courses or online courses with minimized face-to-face meeting times or residencies will not attend a physical class regularly or at all. However, online students are required to check the course site regularly, participating in the daily work of the course. At a minimum, students should log in twice a week. Students demonstrating little or no activity within the first three weeks of the course may be dropped from the course as a No Show. Additionally, students who do not actively participate in class through discussions/forums and assignments will be "cut out" after three weeks of non-consecutive inactivity or missed activity

Of the 10 comments in favor of hard copy materials, seven of those comments came from the Introductory Managerial Accounting course. Examples of these comments include,” Walking through the problems on paper helps the best. This class is very fast pace so slowing down through the problems helps,” and Technology is the future, but paper is always going to be better for learning.” Thus, providing additional support to use greater hardcopy material in the introductory course than in the Intermediate course. Of the two comments in preference of digital information delivery, one comment came from each class. Those include, “I prefer online vs. paper because I felt like it gave me more flexibility in class,” and I enjoy that the exams are online and we can take them anytime within the time frame given.” Therefore, the results of this study support the notion that the choice made by faculty to deliver the information face to face versus digitally impacts student perception of accounting, especially at the introductory level, when students are deciding their major. This may be able to help accounting programs increase enrollment.

Students continue the investigation of the filed of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in various managerial and cost accounting activities. Students formulate and interpret financial information for use in management decision making.

To design an introductory online training course on global education with a particular focus on human rights targeted at practitioners in the field of education and development, teachers, social and youth workers, as well as policy-makers, civil servants and local and regional authorities;

Exercise, Problems and Mini-Case #2 will be due Saturday by mid-night. Final Exam is open book, open notes, open mind due Sunday by mid-night. An excellent review includes revisiting the Mid-Chapter and End of Chapter Reviews within your text. These help to recall and apply the managerial accounting techniques and concepts covered in the text.

While there is currently a proliferation of accounting courses in proprietary online programs, the Wall Street Journal reported in 2010 that three of the largest for-profit universities offering accounting online courses, the University of Phoenix, DeVry University, and Kaplan University, now have a total of almost 700,000 students enrolled in all of their programs. While there are far more accounting students enrolled in traditional on-campus accounting programs than entirely online programs, most accounting departments in campus environments have, nevertheless, not been eager to jump into offering online courses. There are some notable exceptions. To take advantage of the internet, a few universities, such as the University of Maryland University College and Quinnipiac University, have created separate units to provide online courses. Other universities, such as the University of Connecticut, offer a Masters of Accounting entirely online. Still, there are questions concerning the effectiveness of online courses. Early studies relating to accounting courses in brick-and- mortar environments were limited to introducing internet resources through programs such as Blackboard. One of these earlier studies that related to online accounting education was published by Larson-Birney (2000). The purpose of her case study was to determine the strengths and weaknesses of an introductory accounting course delivered entirely over the Internet. The author examined the following components: (1) the startup materials; (2) the Web-based course management system; (3) the computer-based instruction and textbook; (4) the structure of the course and attitudes it promoted toward online learning, computer-based instruction, and self-regulated learning traits; and (5) the structure of the course in order to support the kind of learning the students need to be successful by comparing the final exam grades, final course grades, and withdrawal rates of the Internet and non-Internet classes. The author’s findings revealed that the students in the early years of internet delivery of courses were initially confused about how to begin the course, but as the course progressed students found the Web-based course easier to use. The final exam grades and final course grades were very similar between the two groups. However, the withdrawal rate was almost three times higher in the Internet class.

In an online course, expect students to dedicate 37.5 – 45 hours per credit to active learning. This time is generally dedicated to reading materials, watching videos, writing/signing posts, posting to the discussion board, researching, and doing assignments, quizzes and tests.

Four Assessments will be given, including the Final assessment, plus two miniprojects. Assessments will consist mostly of multiple-choice questions but may include matching, terminology, problem solving, computations, journalizing, creation of statements, etc. See the Tentative schedule for exam dates. The exams will be separated into chapters. Assessments are linked to Student Learning Outcomes listed on course home page. No make-ups will be given for late exams. (Note: Exams will be given using Scantron Form 882-E, and will be in-class)