{"title":"教师视频在场对会计学本科课程学生成绩和满意度的影响","authors":"Antonello Callimaci, Anne Fortin","doi":"10.1080/09639284.2023.2257676","DOIUrl":null,"url":null,"abstract":"The current study examines the impact of teacher video presence on student performance and satisfaction in a regular asynchronous online course required as part of an undergraduate accounting program. For a sample of 115 students registered in the course, the results indicate that ‘enhanced strategic’ teacher video presence does not lead to better learning outcomes than use of videos with no teacher video presence. However, it does increase the satisfaction of students who do not participate in separate Zoom meetings with the teacher. To our knowledge, this paper is the first to analyze the impact of teacher video presence in a regular 15-week asynchronous online course in an undergraduate program, including impact on student satisfaction. By comparing two extremes, ‘enhanced strategic’ teacher video presence and no teacher video presence, the experiment provides an acid test of the effect of teacher video presence in a regular undergraduate online course.","PeriodicalId":46934,"journal":{"name":"Accounting Education","volume":"17 1","pages":"0"},"PeriodicalIF":2.5000,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The impact of teacher video presence on student performance and satisfaction in undergraduate accounting courses\",\"authors\":\"Antonello Callimaci, Anne Fortin\",\"doi\":\"10.1080/09639284.2023.2257676\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The current study examines the impact of teacher video presence on student performance and satisfaction in a regular asynchronous online course required as part of an undergraduate accounting program. For a sample of 115 students registered in the course, the results indicate that ‘enhanced strategic’ teacher video presence does not lead to better learning outcomes than use of videos with no teacher video presence. However, it does increase the satisfaction of students who do not participate in separate Zoom meetings with the teacher. To our knowledge, this paper is the first to analyze the impact of teacher video presence in a regular 15-week asynchronous online course in an undergraduate program, including impact on student satisfaction. By comparing two extremes, ‘enhanced strategic’ teacher video presence and no teacher video presence, the experiment provides an acid test of the effect of teacher video presence in a regular undergraduate online course.\",\"PeriodicalId\":46934,\"journal\":{\"name\":\"Accounting Education\",\"volume\":\"17 1\",\"pages\":\"0\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2023-09-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Accounting Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/09639284.2023.2257676\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"BUSINESS, FINANCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Accounting Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09639284.2023.2257676","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"BUSINESS, FINANCE","Score":null,"Total":0}
The impact of teacher video presence on student performance and satisfaction in undergraduate accounting courses
The current study examines the impact of teacher video presence on student performance and satisfaction in a regular asynchronous online course required as part of an undergraduate accounting program. For a sample of 115 students registered in the course, the results indicate that ‘enhanced strategic’ teacher video presence does not lead to better learning outcomes than use of videos with no teacher video presence. However, it does increase the satisfaction of students who do not participate in separate Zoom meetings with the teacher. To our knowledge, this paper is the first to analyze the impact of teacher video presence in a regular 15-week asynchronous online course in an undergraduate program, including impact on student satisfaction. By comparing two extremes, ‘enhanced strategic’ teacher video presence and no teacher video presence, the experiment provides an acid test of the effect of teacher video presence in a regular undergraduate online course.
期刊介绍：
Now included in the Emerging Sources Citation Index (ESCI)! Accounting Education is a peer-reviewed international journal devoted to publishing research-based papers on key aspects of accounting education and training of relevance to practitioners, academics, trainers, students and professional bodies, particularly papers dealing with the effectiveness of accounting education or training. It acts as a forum for the exchange of ideas, experiences, opinions and research results relating to the preparation of students for careers in all walks of life for which accounting knowledge and understanding is relevant. In particular, for those whose present or future careers are in any of the following: business (for-profit and not-for-profit), public accounting, managerial accounting, financial management, corporate accounting, controllership, treasury management, financial analysis, internal auditing, and accounting in government and other non-commercial organizations, as well as continuing professional development on the part of accounting practitioners.
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