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Faculty perceptions of online homework software in accounting education

Author

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  • Humphrey, Roberta L.
  • Beard, Deborah F.

Abstract

Emerging technologies are providing a variety of tools for accounting educators. One of these tools is Online Homework Software (OHS). This study collects survey data from accounting faculty in the U.S.A. who were queried as to the utilization and perception of OHS in undergraduate accounting courses. Analysis of the survey data indicated five differences between OHS users and nonusers: (1) years of teaching, (2) number of course sections taught, (3) Accounting AACSB accreditation status, (4) faculty rank, and (5) courses taught by the respondents. Faculty indicated the tool is helpful when teaching in the online format and that OHS saves faculty time by reducing the time spent grading and processing student work. Users of OHS raised concerns about whether and how the tool helps students learn, how the students view the tool, and the cost of OHS. The data reported in this study are relevant to educators who have never used OHS as well as those who are currently using OHS. The data collected is important in promoting dialog concerning OHS usage and developing recommendations for continued improvements in the software.

Suggested Citation

  • Humphrey, Roberta L. & Beard, Deborah F., 2014. "Faculty perceptions of online homework software in accounting education," Journal of Accounting Education, Elsevier, vol. 32(3), pages 238-258.
    • Handle: RePEc:eee:joaced:v:32:y:2014:i:3:p:238-258
    DOI: 10.1016/j.jaccedu.2014.06.001
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    Cited by:

    1. Arfaoui, Feten & Kammoun, Ines, 2023. "Did accounting education remain resistant to digitalization during COVID-19? An exploratory study in the Tunisian context," Journal of Accounting Education, Elsevier, vol. 65(C).
    2. Chan, Siew H. & Song, Qian & Rivera, Laurie H. & Trongmateerut, Pailin, 2016. "Using an educational computer program to enhance student performance in financial accounting," Journal of Accounting Education, Elsevier, vol. 36(C), pages 43-64.
    3. Hammond, Theresa & Danko, Kenneth & Braswell, Mike, 2015. "U.S. accounting professors' perspectives on textbook revisions," Journal of Accounting Education, Elsevier, vol. 33(3), pages 198-218.
    4. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2015. "Accounting education literature review (2013–2014)," Journal of Accounting Education, Elsevier, vol. 33(2), pages 69-127.

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