Web-Enhancing with Publisher Materials

The transformation of ACCT 302

ACCT 302

This course was transformed from a traditional on-ground course to a web-enhanced course, utilizing both instructor-prepared resources and publisher materials.

ACCT 302

• Sometimes students resist taking this course, stating, “I’d rather have a root canal.”

• Yet, it is a foundational course for business majors.

Why is it a “cornerstone” course?

• All business students must take this course.

• They must pass this course to go on in the business program.

• Students will use knowledge from this course in various careers, such as accounting, management, human resources.

In the beginning: The “Fledgling” 302

Was taught in the traditional way. The course had no web component.

It featured in-class:• Lectures• Overhead transparencies• Videos• Scan-tron exams• Solutions (available in Library)

Then came the first simple online additions:

• Syllabus• Course Schedule • Publisher’s link (PowerPoint)• Chapter Quizzes• Lecture notes in Discussions

It did not feature:

• Class Discussions• In-class content (lecture notes)

Why did it change?• Students began to request copies of

overheads, videos, hand-outs, and lecture summaries. I didn’t want to give my originals out! I needed a way to distribute copies to the whole class.

So the new, improved 302 emerged

With a little help from the Center, the following features were added:

• Interactive Syllabus and Orientation• Calendar• Active Discussion Board• PowerPoint Presentations• Videos• Lecture Notes• Practices Quizzes• Assignments• Solutions to problems

How have students benefited?

• Online Access to Courses materials• Increased Student Interaction

through discussions• Increased interest in field of

Accounting• Greater Accounting knowledge• Improved “at risk” Student

performance

How has their instructor benefited?

• Peace of mind: students have a ‘fall back’ after class to review materials.

• Diminishes follow-up calls and emails from students regarding class activity or lectures.

• Provides Exam and homework feedback online.

• Calendar entries have become a vital means of communication.

Adapting Publisher Coursesto your online class

Review Publisher’s Version Carefully

All publisher offerings are not equal.

• Some furnish a complete shell, ready to go.

• Some offer student links to online publisher’s materials.

• Some have instructor materials online that you can download and utilize.

If you use a course shell

Select materials carefully.

Many complete course shells offer:

• Objectives• Chapter Summaries• PowerPoint Chapter presentations • Case Studies, Questions or Problems,

and Solutions• Quizzes• Instructor’s manual

But they may also offer:

• Glossaries• Study helps: Flash Cards• Annotated Internet Links• Self-grading practice quizzes • Interactive exercises (Business Around the World

clickable map, giving business news for that area)

• Narrated Videos• News Feeds on specific topics• Group Project case studies

So which do you choose?

• Will you teach the entire book?• Do the materials emphasize or

support the concepts you want to stress?

• Will students rely on supplemental materials rather than read the text?

• Do publisher’s quizzes emphasize the points you want to test?

Questions to ask yourself:

Additional considerations:

Remember what publisher courses don’t offer:

• Assessment Choices• Exams• Projects, Papers• Group work

• Easy student navigation • Discussion questions

• Be selective about material

• Indicate which items are optional and which are required.

• Add discussion questions and other content.

• Adapt content to the GSU standard template so that courses remain consistent across the curriculum.

If you use publisher materials: