000			01926nam a22002897a 4500
003			ZW-GwMSU
005			20210415131355.0
008			210415b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aHalabi, Abdel K. _eauthor
245	1	4	_aPreliminary evidence of a relationship between the use of of line learning and academic performance in a South African first-year university accounting course/ _cAbdel K Halabi
264			_aPretoria: _bUnisa Press and Routledge, _c2014.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume , number ,
520			_aThis article examines the relationship between the use of online learning resources and academic performance in an Accounting 1 course conducted at a South African Higher Education Institution. The study employed a quantitative analysis over three academic years comparing the collection of end of year marks and the time spent online. The results provide preliminary empirical evidence to show that students who spent more time online significantly improved their course mark. Although much accounting-based educational research exists on the use of computers, there is a dearth of research testing any relationship between the use of online learning material and performance, and particularly in accounting education. While the results are preliminary and have some limitations, they are useful to students, teaching instructors and administrators, and provide a platform for future research into the value of using online learning in accounting.
650	4		_aAccounting education
650			_aWebCT
650			_aOnline course material
700	1		_aEssop Ahmed _eauthor
700	1		_aCarmichael Teresa _eauthor
700	1		_aSteyn Blanche _eauthor
856			_uhttps://doi.org/10.1080/18146627.2014.934995
942			_2lcc _cJA
999			_c156556 _d156556