Accounting students’ online engagement, choice of course delivery format and their effects on academic performance

Hu, Yuanyuan; Nath, Nirmala; Zhu, Yanhui; Laswad, Fawzi

Abstract

This study examines the effects of synchronous and non-synchronous online engagement on the academic performance of accounting students at a New Zealand university based on their choice of course delivery format–either distance learning or face-to-face learning with online components (F2F+). We track accounting students as they complete three financial accounting courses over three consecutive years. Drawing on social constructivism theory, we find that both synchronous and non-synchronous student online engagement are positively related to their academic performance, and this positive effect varies across assessment types. The positive effect of synchronous online engagement on student performance is more pronounced when students choose to learn via F2F+ rather than via distance learning. Further analyses show that the positive effect persists among students with different characteristics. These findings highlight the useful role of student online engagement in learning and provide support for universities to allow students to choose their preferred course delivery format.

Citation

Hu, Y., Nath, N., Zhu, Y., & Laswad, F. (in press). Accounting students’ online engagement, choice of course delivery format and their effects on academic performance. Accounting Education, https://doi.org/10.1080/09639284.2023.2254298

• Journal Article Type: Article
• Acceptance Date: Aug 28, 2023
• Online Publication Date: Sep 24, 2023
• Deposit Date: Sep 25, 2023
• Publicly Available Date: Sep 26, 2023
• Journal: Accounting Education
• Print ISSN: 0963-9284
• Electronic ISSN: 1468-4489
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1080/09639284.2023.2254298
• Keywords: Education, Accounting
• Public URL: https://uwe-repository.worktribe.com/output/11138209
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=raed20; Received: 2020-09-07; Accepted: 2023-08-28; Published: 2023-09-24