This article is the third of three parts on "Teaching Online Accounting Courses." It covers the application of student feedback, course evaluation, and the utilization of university support. The first part of this article, covering the selection of content organization and delivery methods, was published in the November 2012, Volume 2 Issue 2 of "The Source," and is available above. The second part of this article, covering communication to and from students, and the administration of the testing environment, was published in the February 2013, Volume 2 Issue 3 of "The Source," and is also available above.

As discussed in the second part of this article series, communication is a key component of an online class. As part of this communication process, I encourage students to provide comments and course suggestions feedback to improve my course. From the student's perspective, I need to know what difficulties the students may have had while taking the online course. This feedback ensures my course can provide for, and deliver, a positive learning experience for my students. Feedback is sent to me via emails, phone calls, and the discussion board posts. While all forms of communication are acceptable, I find student communication via email works best for me. It allows the feedback, if appropriate, to be documented and attached to the student's email. Documentation, such as screen shots, allow me to "see" exactly what the student is referring to, and provides a clearer understanding of what steps I need to take to help the student.

 

Many of my course improvements are the direct result of meaningful student comments and suggestions. Meaningful student comments and suggestions being defined as feedback, whether positive or negative, that has measurable and implementable outcomes which could be of benefit to all the students in the course.

 

Student online course evaluations are also a resource for improving my course. However, there is a significant limitation in the course improvement process as the student online course evaluations consist of "one-way" communication. At Missouri State University, student online course evaluations are anonymous and administered electronically. The course evaluation feedback is comprised of student responses to university questions and the ability to write brief comments. By analyzing the anonymous responses, I am able to make course improvements with the only limitation being I am unable, if needed, to follow up with the students on any of the evaluation comments.

At Missouri State University, online course instructors have access to significant support through the University's Faculty Center for Teaching and Learning (FCTL) department. The FCTL provides support for the development of, and continued assistance with, online courses. The FCTL currently uses a modular program to help faculty with areas such as course design and development, assessment methods, teaching using technology and pedagogical best practices. The FCTL provides continued support to online courses through course offerings, showcases, workshops, and blogs. There are also professional instructional designers available to help instructors on a one-to-one basis. I have already developed one online course, and am in the process of developing a second one. The FCTL has been with me all through each development process, and continues to provide me with great ongoing support. I can't stress enough; instructors of online courses need to take full advantage of all of the university resources available. The result will be an online course to be proud of, which provides an excellent learning environment for the students.

Thank you for allowing me to share my online course thoughts. If readers would like to share their online course strategies, hints, successful, or not so successful, stories with me, I can be reached at mrhammond@missouristate.edu. I also want to thank MSCPA for allowing me to be a part of "The Source" newsletter.