Abstract
Online learning has been used in accounting education for many years; arguably
the subject matter lends itself to this kind of delivery. In this research the authors
apply the Inputs-Environment-Outcome (I-E-O) model to investigate the ways in
which students’ participation in the online learning environment, their views of
the use of technology and perceptions of instructor interactivity affect their
performance on an intermediate accounting module. The subjects were all
students at the Hashemite University in Jordan. The I-E-O model was estimated
using structural equation modelling (SEM) techniques. The results suggests that
the two most important variable in explaining student performance (outcome) are
prior performance on the prerequisite module (an input variable) and student
participation in the online learning environment (an environment module).
However, the relationships between prior performance, participation and current
performance are richer and more complex than a simple direct link between prior
performance and current performance.
Original language | English |
---|---|
Pages (from-to) | 19-35 |
Journal | World Review of Business Research |
Volume | 4 |
Issue number | 1 |
Publication status | Published - 2014 |
Bibliographical note
This article is available at: http://www.wrbrpapers.com/static/documents/March/2014/2.%20Abdullah.pdfKeywords
- Accounting Education