Abstract
This paper explores the impact of online quizzes of the textbook companion website (TCW) on students’ academic performance. The purpose of this study is to examine if student who has attempted textbook online quizzes performs better in the midterm test and the final exam. It also aims to explore students’ experience and perception of textbook supplementary online resources to their learning. The subjects of this study were 150 undergraduate students enrolled in Accounting Information Systems (AIS) in fall semester of 2011 in a private university in Hong Kong. Results indicate that doing online quizzes does appear to have a positive association with the scores of the test and the exam. In general, students have a positive attitude towards TCW and perceived the usefulness of online quizzes, but did not want to make the textbook online quizzes compulsory. Limitations of this study were identified with suggestion on future studies.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Jonas, G.A., Norman, C.S.: Textbook websites: user technology acceptance behaviour. Behaviour & Information Technology 30(2), 147–159 (2011)
Johnson, B.C., Kiviniemi, M.T.: The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course. Teach. Psychol. 36(1), 33–37 (2009)
Potacco, D.R., et al.: Online Supplemental Resources in Developmental Mathematics. Research & Teaching in Developmental Education 25(1), 45–53 (2008)
Hadsell, L.: The Effect of Quiz Timing on Exam Performance. Journal of Education for Business 84(3), 135–141 (2009)
Vandsburger, E., Duncan-Daston, R.: Evaluating the Study Guide as a Tool for Increasing Students’ Accountability for Reading the Textbook. Journal of College Reading and Learning 42(1), 6–23 (2011)
Sellnow, D.D., Child, J.T., Ahlfeldt, S.L.: Textbook Technology Supplements: What Are They Good For? Communication Education 54(3), 243–253 (2005)
Smolira, J.C.: Student Perceptions of Online Homework in Introductory Finance Courses. Journal of Education for Business 84(2), 90–95 (2008)
Ramsaran-Fowdar, R.R., Baguant, P., Fowdar, S.: A Critical Analysis of e-Assessment with Particular Emphasis on the use of Different Types of Online Quizzes. International Journal of Learning 18(1), 191–202 (2011)
Peng, Z.: The Web-enhanced Instruction Mode: Evidence from Undergraduate Finance Graduates with Embedded Online Assessments. Business Education Innovation Journal 3(2), 82–91 (2011)
Blount, Y., McNeill, M.: Fostering independent learning and engagement for postgraduate students: Using a publisher-supplied software program. International Journal of Educational Management 25(4), 390–404 (2011)
Fung, H., Yuen, A.: Student Adoption Towards Web-Based Learning Platform. In: Lau, R., Li, Q., Cheung, R., Liu, W. (eds.) ICWL 2005. LNCS, vol. 3583, pp. 14–25. Springer, Heidelberg (2005)
Ma, W.W.K.: Cognitive learning styles and academic performance in the online learning environment, in Hybrid learning: The new frontier. In: Kwan, R., Wang, F.L. (eds.) 2nd International Conference on Hybrid Learning, pp. 26–37. City University of Hong Kong, Hong Kong (2009)
Ma, W.W.K., Clark, T.H.K., Li, P.: Cognitive Style and Acceptance of Online Community Weblog Systems. International Journal of Communications, Law and Policy (11) (Autumn 2006)
Ma, W.W.K., Sun, K., Ma, J.: The Influence of Cognitive Learning Styles on the Use of Online Learning Environments. In: Cheung, S.K.S., Fong, J., Kwok, L.-F., Li, K., Kwan, R. (eds.) ICHL 2012. LNCS, vol. 7411, pp. 221–230. Springer, Heidelberg (2012)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Fung, H., Ma, W.W.K. (2013). Exploring the Effectiveness of Hybrid Learning in Accounting Information Systems - An Empirical Study. In: Cheung, S.K.S., Fong, J., Fong, W., Wang, F.L., Kwok, L.F. (eds) Hybrid Learning and Continuing Education. ICHL 2013. Lecture Notes in Computer Science, vol 8038. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39750-9_17
Download citation
DOI: https://doi.org/10.1007/978-3-642-39750-9_17
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-39749-3
Online ISBN: 978-3-642-39750-9
eBook Packages: Computer ScienceComputer Science (R0)