Accounting students’ online engagement, choice of course delivery format and their effects on academic performance

This study examines the effects of synchronous and non-synchronous online engagement on academic performance accounting students at a New Zealand university based their choice course delivery format – either distance learning or face-to-face with components (F2F+). We track as they complete three financial courses over consecutive years. Drawing social constructivism theory, we find that both student are positively related to performance, this positive effect varies across assessment types. The is more pronounced when choose learn via F2F+ rather than learning. Further analyses show persists among different characteristics. These findings highlight useful role in provide support for universities allow preferred format.