Abstract
The study has a two-fold purpose. First, it documents an experience of post and reply-graded discussions in the synchronous online teaching environment of an upper-level undergraduate intermediate accounting course. Then, it examines some skills-set of the students attended to the course. The CANVAS Discussion Tool of the course management system is utilized for the experience that is planned to support the efficiency of teaching and learning in the college level accounting education. Three different short cases are provided in different periods of time then students first posted their responses without accessing others’ posts, later they make comments on two peers’ posts, and finally they provide their feedback about the processes of the study they are involved. Students’ posts and feedback are statistically analyzed thru qualitative and quantitative research methods. The results are interesting, and they encourage to continue utilizing the CANVAS Discussion Tool for increasing the learning efficiency. The paper could argue that the experience would even be a component of face-to-face teaching environment of accounting education.
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