2.  I conducted a comparative look at student learning
outcomes between two sections of Intermediate
Accounting course (ACT311) that I taught during
the Fall 2012 semester. One section met entirely
face-to-face throughout the semester, while the
other section was blended, consisting of 80%
face-to-face and 20% online class time.

3.  Study the structure and purpose of external financial
statements, including how such statements are prepared
and how such statements are analyzed and interpreted.
 Extend students’ knowledge of primary issues of external
reporting, including the structure of GAAP, the conceptual
framework of accounting, and the meaning and
measurement of net income and financial position.
 Understand classification, valuation and reporting issues
related to current and fixed assets.
 Develop problem solving and critical thinking skills.

4.  I identified one aspect of the first course objective to
work with for the IBIS - how such statements are
prepared.
 I assigned a comprehensive project which requires
students to prepare a set of financial statements.
 I designed some useful queries to guide students on
the online discussion board
 In order to find out if online discussion board helps
improve students’ performance in the blended section,
similar topics were discussed in the traditional face-to-
face section.

5.  In addition to measure students’ performance in
the comprehensive project, I also designed three
online quizzes to test out if learning outcomes
differ between these two sections.
 I also compared students’ exam scores and the
overall course grade under these differing learning
environments.
 All quizzes, exams, and the comprehensive
project were identical across these two sections.

6. Section Project Quiz Exam Overall
Blended
(average) 87 87 81 82
Face-to-face
(average) 90 87 86 87

7.  Further analyses using two-sample t-tests show that:
 There is no significant difference in student performance in terms
of completing the project across the two sections
 There is no significant difference in student performance in terms
of quiz score across the two sections
 Students in the face-to-face section perform significantly better
than those in the blended section in terms of exam score
(significant at a 5% level)
 Students in the face-to-face section perform significantly better
than those in the blended section in terms of overall grade
(significant at a 5% level)

8.  The evidence of similar scores earned from
completing the project and the online quizzes
indicates that students perform equally well across the
two sections when the topics are specifically
discussed online or in-class.
 However, when it comes to taking an exam, students
in the face-to-face section outperform their peers in
the blended section, which indicates that students may
lack self-discipline when they learn in a more
independent environment.