ONLINE TEACHING: THE WARMTH FACTOR
Michelle Li-Kuehne
Assistant Professor, CPA, MS
Department of Accounting and Finance
College of Saint Benedict/Saint John’s University
Collegeville, Minnesota
E-mail: mlikuehne@csbsju.edu
Phone: 320-363-3517
ONLINE TEACHING: THE WARMTH FACTOR
ABSTRACT
Student participation and interaction with peers and the course instructor are essential
qualities for any successful accounting online class. An experienced instructor from a private,
residential university implemented a variety of techniques to encourage student interaction
during online courses. Strategic approaches encouraging active participation and developing a
sense of “warmth” were created for the instructor’s Governmental/Not-for-Profit accounting
online classes. These approaches can be applied to any online accounting course. The challenge
of how to encourage a sense of “presence” in an online course was met with four basic strategies.
First, expectations were established at the beginning of the course. The myth that online courses
are less rigorous or involve less of a participatory time commitment was dispelled at the first
opportunity. Second, communication and discussion were encouraged via an introductions forum
and a homework discussion forum on the course management system. Third, in addition to
course management system resources, “live” classes were conducted via conferencing software.
Fourth, homework assignments and practice quizzes followed a schedule that optimized student
preparation before class discussion of the related material at live online sessions.
INTRODUCTION AND BACKGROUND
According to the 2012 Survey of Online Learning conducted by the Babson Survey
Research Group and Quahog Research Group, LLC (Allen, Seaman, p. 17, 2013), as of the fall
of 2011, over 6.7 million students were taking at least one online course. As instructors develop
online accounting courses in response to students’ requests for increased course offerings and
schedule flexibility, we are challenged to maximize the effectiveness of these online courses.
A meta-analysis study conducted at the University of Minnesota (Research and
Evaluation Team, Office of Information Technology, 2011) investigated whether technology
based courses were effective from a learning outcomes perspective. One of the conclusions
indicated that “collaborative or instructor-directed online learning achieved results superior to
those attained through independent, self-directed online learning, which may provide a partial
explanation for why online learning has not proven to be a money-saver for cash-strapped
educational institutions” (p. 2).
Related to content delivery issues is the longstanding challenge of student attrition rates
during online courses. Studies have suggested the importance of quality interaction between the
instructor and students in online course retention (Heyman, p.7, 2010). Clearly, one of the
important questions online instructors must ask themselves is “how do we engage and retain our
students during an online accounting course?” In order to engage and retain online students,
instructors must determine how to deliver content in a manner that encourages active and
interactive engagement. Rather than a constant stream of pre-recorded videos that students may
see in some online courses, the “warmth” of a traditional classroom setting can translate to an
online course via mechanisms shown in the following illustration.
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Figure 1.
Each of the elements shown in above in Figure 1. are discussed below in the context of
practical suggestions and applications for instructors to improve the sense of presence during an
online accounting course.
ESTABLISH EXPECTATIONS AT THE BEGINNING
One week prior to start of the course, send a welcome e-mail to registered students to
establish an initial line of communication. The e-mail further describes modes of instructor
availability by providing Skype and WebEx contact information, and explaining that WebEx is a
conferencing tool we will be using to hold live online classes. The e-mail also includes
introductory instructions to explore the course management site and the course Syllabus.
The course Syllabus clearly establishes expectations for course rigor and active
participation. These points are also emphasized during the first WebEx live session and the
recording of that discussion is posted on the Course Management site. Any myths held by the
students about online courses being less of a time, study, or participatory commitment for
students are immediately dispelled before the course content begins.
Consider including the following statements in your syllabus to articulate your
expectations of your students.
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• Expect the rigor of the course to be the same as that of a traditional course. This is a
three-credit class, accomplished in six weeks.
• Note due dates and submit assignments on time. Online learning requires the discipline
to avoid procrastination. A requirement for success is to keep up, and not get behind.
• Get help when needed; ask questions. The most effective method to seek help is to
post a question to the homework discussion forum. I will also be available by e-mail
and Skype. I will conduct online office hours.
• Participation points are earned by contributions (questions, comments, and solution
postings) to the homework discussion forum and any other forums used in the course
Moodle site. Contributions during the live sessions can also earn participation points.
If you are unable to attend some of the live sessions, make sure to contribute
significantly to the forums.
• Forum participation points are earned for the following:
o Regular and frequent contributions of questions and responses. Increased
participation points for particularly insightful questions and meaningful
responses.
o Posted comments that prompt continued discussion of a topic.
o “Netiquette” is consistently employed. Impoliteness will deduct from your
participation points.”
INTRODUCTIONS FORUM AND HOMEWORK DISCUSSION FORUM
The first class assignment requires students to post to an “Introductions Forum” on the
course management system site. Example course management systems include Moodle, D2L,
WebCT, and Blackboard. To enhance the connection with students, the first post to the
introductions forum is from the instructor, including a photo of the instructor and comments
similar to an in-class first day introduction and background. The purpose of the introductions
forum is to simulate a first class “get to know each other” setting. Example student instructions
for the introductions forum are:
•
Indicate your name, where you are from, and some of the reasons you are taking this
course. Describe yourself. Include at least one interesting aspect or unique
characteristic about yourself.
•
Due January 17, 2013; one participation point.
Use the course management system to develop a homework discussion forum. The
homework discussion forum is accessible to students twenty-four hours per day as a place to post
questions and potential solutions. As noted in the Syllabus excerpts above, the forum is another
vehicle for students to earn participation points. Keep the instructions open. For example:
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•
Use this forum to post questions and potential solutions, discuss concepts, and
contribute comments related to homework or any other course topics. I will
periodically offer practice exercises/questions to prompt discussion as well.
In order to encourage peer-to-peer interaction, it is important for instructors to refrain
from micro-managing the forum. Online homework discussion forums are more effective in
garnering student participation and confidence when the instructor offers hints, but only if
students appear to be getting off track discussing potential solutions.
LIVE CLASSES VIA ONLINE CONFERENCING SOFTWARE
To mimic the connections and discussions conducted in traditional setting classrooms,
hold regular live classes via online conferencing software, such as WebEx (www.webex.com).
Evening sessions appear to afford the greatest number of attendees. Offer participation points for
live session attendance and class participation. Participation points can be awarded quantitatively
via chat records and session recordings.
To increase the warmth of the online live classes, open the conference sessions fifteen
minutes prior to start time. As students log in to the class, chat with students about any questions
they have, what topics they would like covered at the session, and personal topics such as their
jobs and activities. Likewise, keep the microphone open fifteen minutes after the session closes.
Similar to a traditional setting classroom, during live sessions:
•
•
•
•
•
•
Start class with a warm-up exercise, current event, or other attention grabbing
introduction.
Monitor student attention. “Call” on students who are “silent.”
When a question is posed, first ask other students for possible solutions.
Alternate lecture with in-class exercises.
Ask students to present homework solutions.
Reference homework forum discussions.
The following is a print-screen from an example WebEx session:
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Figure 2.
HOMEWORK, QUIZZES, COURSE MANAGEMENT SYSTEM
Instructional videos and WebEx recordings are posted to the course management site for
students’ convenience. However, it is important to arrange assignments and assessment
encourage preparation and thus discussion during the live online sessions. For example, assign
homework to be submitted online before the relevant live session so students come prepared with
questions for “class.” Award homework points for further encouragement. Assign periodic
online quizzes and present the solutions only at the live sessions.
To simulate in-class reminders and instructions, construct the course management system to
include detailed reading, homework, and assignment information. Delineate the course
management site into weekly segments, rather than by topic. The following is an example from
the instructor’s course management site first weekly announcement:
Welcome! Your first homework assignments are written in the Syllabus,
Governmental/Not-for-Profit. You can post to the forums and submit homework anytime.
6pm, Wednesday, May 23rd is the deadline for the first assignments per the Syllabus.
Our first live WebEx session is Monday, May 21st at 7:00pm. An e-mail will be sent to
you with instructions.
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In preparation for our Monday, May 21st WebEx session:
• Print the Syllabus.
• Familiarize yourself with the course Moodle site and the posted resources.
• Watch the WebEx Basic Features video.
• Post to the Introductions Forum.
In preparation for our Wednesday, May 23rd WebEx session
• Read Chapter 1 and watch the Chapter 1 Outline Video
• Read Chapters 2 and 3.
• Print the outlines for Chapters 2 and 3.
• Submit the homework due by 6pm, Wednesday, May 23rd via the link on
Moodle.
• Post to this week's homework discussion forum (link below) for participation
points.
• Note the homework assignment per the syllabus due by 11:00pm on Sunday,
May 27th.
WebEx Recordings:
Click the following link to access Monday’s live session: Monday, May 21, WebEx
Session
CONCLUSIONS AND RECOMMENDATIONS FOR FUTURE STUDY
Online accounting courses are here to stay. In order to improve attrition rates and
increase students’ active engagement, adding a sense of presence and warmth to online
accounting classes is critical. Establishing expectations, intentional construction of the course
management site, and administering live online sessions were shown to be useful techniques to
infuse a sense of community. Student comments from one of the instructor’s online classes
include:
“I have taken several online courses in the past. This is the first course that I have had a
teacher actively teach online. Usually, only recorded videos exist.”
“Having a live class online allows an opportunity for the student to communicate actively
with the teacher. I think this is an excellent advantage over recorded videos.”
“As far as I am concerned, WebEX is comparable to sitting in a classroom while being
comfortable at home.”
Instructors will continue to adapt technology and transferable traditional classroom techniques to
improve online accounting courses. Towards this end, sharing best practices is essential.
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REFERENCES
Allen, E., Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the
United States (p.17). Babson Survey Research Group and Quahog Research Group, LLC.
Online: http://sloanconsortium.org/publications/survey/changing_course_2012
Heyman, E. (2010). Overcoming Student Retention Issues in Higher Education Online Programs.
Online Journal of Distance Learning Administration, Volume XIII, Number IV, Winter
2010. Online: http://www.westga.edu/~distance/ojdla/winter134/heyman134.html
Research and Evaluation Team, Office of Information Technology, University of Minnesota,
(Spring 2011). Is Technology-Enhanced Learning Effective? Recent Research and Best
Practices. Online:
http://www.oit.umn.edu/prod/groups/oit/@pub/@oit/@web/@evaluationresearch/docume
nts/article/oit_article_336064.pdf
Referenced Website Link:
www.webex.com
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