Student Usage of Assessment-Based and Self-Study Online Learning Resources in Introductory Accounting
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT This study analyzes data from online learning platforms in introductory financial accounting, and highlights three key findings. First, online learning resources linked to course assessment are more negatively associated with cramming study habits and more positively associated with final exam performance than are resources made available for self-study. Second, dynamic online learning resources (i.e., utilization of auditory and visual channels for processing information) made available for self-study are more positively associated with final exam performance than are static resources (i.e., visual channel only). Third, in-class attendance displays a strong positive correlation with online time on task in a blended learning environment. Based on these findings, this study offers some pedagogical strategies that accounting educators can adopt to adjust their blended learning environment. JEL Classifications: A20; A22.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it