Teaching effectively now makes use of online resources. Surveys show that teaching and learning is more effective with resources to support it, with students preferring online resources. Students prefer the ability to manipulate information, the 24/7 availability of materials and the innovation possible as compared to paper equivalents. The digital nature of the material means, from the academic side, that online resources have added value over paper based equivalents. As soon as the material is online, the ability to layer materials so that students can choose how they access and learn becomes available. For instance, not only are the lecture slides available online, they are interlinked with another layer of source material so that students can learn more deeply. Or the materials are rearranged and then interfaced with the teaching to allow better access and use. Indeed, the material can even be used to self-test and allow reflection as well as learning.
This paper looks at the methods used at University of Sydney and assesses the ease as well as the problems created by each method. It will look at the promise among the perils. This paper will outline each method used and follow this by a review of the effectiveness and problems inherent in that method. The paper will conclude with an overview of the issues involved in “getting things online.”
This article is from the Accounting Instructors’ Report, an electronic journal that provides teaching tips and insights to those who teach accounting and other business courses.
Graeme Dean, University of Sydney
Pearl Rozenberg, University of Sydney