Web-Enhancing with Publisher Materials

1. Web-Enhancing with Publisher Materials The transformation of ACCT 302

2. 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.

3. 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.

4. 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.

5. 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)

6. Then came the first simple online additions: • Syllabus • Course Schedule • Publisher’s link (PowerPoint) • Chapter Quizzes • Lecture notes in Discussions

7. 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.

8. 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

9. 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

10. 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.

11. Adapting Publisher Courses to your online class

12. 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.

13. If you use a course shell Select materials carefully.

14. Many complete course shells offer: • Objectives • Chapter Summaries • PowerPoint Chapter presentations • Case Studies, Questions or Problems, and Solutions • Quizzes • Instructor’s manual

15. 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?

16. Questions to ask yourself: • 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?

17. Additional considerations: Remember what publisher courses don’t offer: • Assessment Choices • Exams • Projects, Papers • Group work • Easy student navigation • Discussion questions

18. If you use publisher materials: • 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.