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Article
Publication date: 1 August 2016

Abdel K. Halabi and Jo-ann Larkins

The aim of this paper is to examine the academic performances of first-year accounting students using a discussion board.

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Abstract

Purpose

The aim of this paper is to examine the academic performances of first-year accounting students using a discussion board.

Design/methodology/approach

The paper develops a model to determine the impact of discussion board usage on overall student performance. A number of variables are controlled for including academic aptitude, previous accounting experience, gender and student background. Included in the model are diagnostic information indicators of student use of the discussion board, obtained from the Web-based learning environment tracking reports.

Findings

The multiple regression analysis shows a positive benefit in terms of greater marks for students who post on the discussion board compared to those who do not post, even after controlling for academic ability.

Research limitations/implications

The improved knowledge construction gained by actively using discussion boards may be used by teaching staff to promote greater student acceptance and voluntary participation in discussion boards resulting in more interaction and possibly higher academic achievement.

Originality/value

While technology and WBLEs have been well accepted in accounting education, and are widely used (Watson et al., 2007), the introduction of discussion boards has resulted in a dearth of research on their use and effectiveness. In-depth accounting educational literature reviews (Apostolou et al., 2013, 2010; Watson et al., 2007; Watson et al., 2003; Rebele et al., 1998) have reported very few studies on discussion boards over three decades.

Details

Pacific Accounting Review, vol. 28 no. 3
Type: Research Article
ISSN: 0114-0582

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Article
Publication date: 1 December 2002

Jo Ann Oravec

Students’ professional training often focuses on narrow technical considerations that exclude accessibility concerns and universal design perspectives. This can make them…

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Abstract

Students’ professional training often focuses on narrow technical considerations that exclude accessibility concerns and universal design perspectives. This can make them ill‐equipped to understand the importance of accessibility approaches let alone become advocates for them. This article explores how students who design Web sites and work with computer end users in support capacities can be introduced to accessibility approaches and empowered to promote them in organizational contexts. The issues involved can also be used as springboards for examination of larger matters concerning universal design perspectives and humanistic approaches to management.

Details

Library Hi Tech, vol. 20 no. 4
Type: Research Article
ISSN: 0737-8831

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