ACCTG 211: Financial and Managerial Accounting for Decision Making FLEXLearning / Blended Course Design
Dr. Veronica Paz
Penn State Greater Allegheny
Shared Program: Project and Supply Chain Management (BS) – Beaver, Fayette, Greater Allegheny, New Kensington, and Shenango
ACCTG 211 is a required course for all business majors that is offered with one to two course sections per semester at Greater Allegheny with approximately 15-25 students. It is the first required business course for BSB students and serves as a pre-requisite for FIN 301, all ACCTG courses, and several other courses. The course was previously taught in class via lecture and as part of the redsesign, the focus was to provide more student engagement, interactivity, and adaptability to several formats to gain net new students. In addition, another focus was to capitalize on the advantages of Canvas, as well as, utilize visual enhancements to modify the look and feel of the online portion of the course. Lastly, there was also a focus on retention of students and student success.
Blended, FLEXLearning, Gamification, Student Engagement, Active Learning, Student Response Systems, Self-Assessment
Redesign Course Highlights:
Blended / FLEXLearning Course Modality
- There was a 50% course reduction that led to one, two-hour meeting per week for the 4-credit course.
- Clear format of what to do before the module, during the module, and after each module.
- Alignment to program assessment for PSCM and BSB degrees.
- Creation of interactive course pages that mimic other existing content management systems (CMSs) available to other parts of the University such as World Campus’s Evolution with items such as button tabs, rollover effects, image alignment, etc.
- Utilization of accordion/carousel styles to combine several pages of content into one.
- Implementation of design principles for dense content such as as the Multimedia Principle and the Contiguity Principle.
- Utilization of a button to show/hide content that had self-check questions that had students click a button to show the answer and compare work.
Gaming Elements / H5P
- Addition of several H5P aspects that create self-check embedded quiz questions. Quiz question types utilized included multiple choice, drag and drop, free response, and more.
- Utilization of Quizizz as both a quiz-based online tool that featured a leaderboard to increase participation and as in-class, real-time quiz with other students that featured motivation for class preparation due to leaderboard.
- Utilization of Poll Everywhere for in-class polling for content areas where students might struggle and feel discouraged to have a leaderboard.
Use of Existing Open Educational Resources (OER)
Redesign Result Highlights:
Hours of Equivalent Instruction
- Pilot participant of the Hours of Equivalent Instruction based upon Penn State Harrisburg’s version that utilizing similar tools throughout the Pennsylvania commonwealth. Penn State is the process of creating a university-wide version.
- Utilized the time estimates for particular activities to document the estimated time that students were to spend each week on the course.
- Made minor adjustments to the activities for each week were conducted so that students had the appropriate amount of work each week for the 4-credit course.
During mid-semester of Fall 2017, students were surveyed regarding the various topics of the blended / FLEXLearning course method and the instructor’s teaching style. Focusing on the aspects regarding the course method, the percent of students who chose strongly agree / agree was remarkably high for the following statements that were given on a five point scale:
- The quizzes are valuable to my learning (95%)
- Module overviews that serve as checklists / provide structure are valuable to my learning (90%)
- The homework problems are valuable to my learning (90%)
- The optional embedded self-check quizzes are valuable to my learning (85%)
- The module pages with instructor insight on accounting topics are valuable to my learning (80%)
- The interactive presentations in Connect are valuable to my learning (75%)
- The videos provided within module pages are valuable to my learning (70%)
When comparing the students final grade outcome by grade distribution for Spring 2017 vs. Fall 2017, there is an apparent slight increase of grades moving up the scale especially for the amount of A’s that increase from 31.55% of the class in Spring 2017 to 36% of the class Spring 2017.
TLT REACH – ACCTG 211 Financial and Managerial Accounting for Decision Making Report – Detailed report focusing on innovative ways to have engagement in the online portion of a blended course. redesign outcomes, and the impact at regional/national presentations about the project.
Scholarly Outcomes / Presentations
- 4 presentations have already been conducted around the work of the ACCTG 211 TLT REACH project.
- At Penn State’s own Teaching and Learning with Technology Conference, Dr. Paz’s submission received the only perfect reviewer score.
- Later this same session titled “Show & Tell: Infographics to Keep and Sustain Engagement” was the highest attended session of 35 breakout sessions with over 80 people in attendance.
- 4 presentation submissions are accepted for the upcoming AAA Mid-Atlantic Region Meeting program.