There are dozens of insightful articles on why students cheat on exams and almost as many on how students accomplish this. There are also other interesting sites that offer pictures of students actually carrying out their deceitful methods. This article focuses on the how question combining discussion with illustrations so that educators can get a sense of what to look for when suspicions arise. This can go a long way in detecting as well as preventing this devious behavior.
The Case method is a powerful student-centered teaching tool that brings real-life situations into the classroom. This paper describes variations and insights that emerge from the experiences in teaching cases using diverse online and in-class available technologies. Cases can impart pedagogic outcomes such as critical thinking, communication, and interpersonal skills in addition to depth and multidisciplinary breadth of content. The case method serves to bridge the gap between theory and practice, and impart pedagogic outcomes such as critical thinking, communication, and interpersonal skills in addition to depth and multidisciplinary breadth of content.
Given the ubiquitous nature of technology supporting pedagogy, this article highlights how technology may be applied to the case study method. Different teaching approaches (hybrid and fully online approach) facilitated by technology supports a range of learning environments with additional advantages from group interaction and synchronous presentation tools. It is also relevant that the use of modern technology will give tomorrow’s leaders the advantage of having learned in the same environment in which they will work.
This article discusses the best practices in teaching and learning online accounting courses in the second largest, private, nonprofit, and accredited institution of higher learning in California. The university offers a unique one-course-a month format that caters to the needs of working adults with average age of thirty three years. The flexible online degree programs enable students to complete their degree programs in a highly intensive and accelerated time frame. This piece of research provides strategies and techniques that result to more effective and efficient teaching/learning in the Bachelor of Science in Accountancy program. It includes topics such as course outline, program learning outcomes mapped to institutional learning outcomes, specific courses and related course learning outcomes, asynchronous threaded discussion, synchronous live chat sessions, and grading factors in the assessment of students’ achievement in the course. It is hoped that this research will contribute to a more productive learning and teaching experience in the global virtual classrooms.
Games are becoming more popular in business and accounting courses as educators look for ways to promote active learning. I discuss two activities, in the form of games, which I have successfully incorporated into my Accounting Information Systems (“AIS”) course. I have witnessed greater student participation and advanced preparation when I employ these methods. Achieving greater student engagement is an especially daunting task in the Accounting Information Systems course because it is often one of the accounting major’s least favorite classes. Vatanasakdakul and Aoun (2011) cite numerous reasons why.
Teaching and learning introductory accounting can be overwhelming for students and instructors. The enormous volume of content creates a challenge … to step back and look at the big picture. Over the years we have implemented an approach in our classes that serves as an anchor to teach the basics of double-entry while at the same time emphasizing the uses of financial statements in managing a business.
Our approach is called Financial Statements from 30,000 Feet. While it is important to know the details, it is vitally important for business students to view the statements and see the elements of financial statements, their relationships. and how they change when actions (transactions) affect them.
Convergence of U.S. Generally Accepted Accounting Principles (GAAP) and International Financial Reporting Standards (IFRS) has been a high-profile issue for several years. However, in a report released by the Securities and Exchange Commission (SEC) in 2012, the SEC appears to back away from adoption of IFRS, citing significant remaining differences between the two sets of standards as a part of the reason for the shift away from adoption (SEC 2012). The two standard-setting bodies, the Financial Accounting Standards Board (FASB) and the International Accounting Standards Board (IASB), are working to converge on a few more of these differences, but a sizeable number will remain. This paper offers a statement of cash flows assignment that faculty can use to help accounting students develop a better understanding of an often-overlooked financial statement as well as some of the significant differences between the GAAP and IFRS guidance.
This assignment aims to give students:
(1) a better sense of the purpose and structure of the statement of cash flows;
(2) a stronger working knowledge of the applicable GAAP and IFRS standards, and the differences between them; and
(3) additional experience reading and interpreting the GAAP and IFRS standards.