Incorporating e-learning in a problem-solving-oriented accounting class
by Shahriar M. Saadullah; Rajab A. Al-Esmail
International Journal of Teaching and Case Studies (IJTCS), Vol. 4, No. 3, 2013

Abstract: E-learning is now widespread in both academia and the workplace. Research to discover the best approach and setting for e-learning is ongoing. While there are many proponents of e-learning, it is not free from criticism. In this paper we briefly summarise the pros and cons of e-learning from past literature and conduct a case study to test e-learning in a problem-solving-oriented accounting course. Overall our findings are positive in both student participation in and perception of incorporating e-learning in an accounting course traditionally taught face-to-face using exams and assignments. The implications are discussed.

Online publication date: Sat, 28-Jun-2014

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Teaching and Case Studies (IJTCS):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com