| Popis: |
Different teaching formats are available to teach university level courses like classroom education, distance education or a combination of both. Previous literature has not clearly shown the added value of classroom education compared to distance education. But, based on theoretical models, an added value of additional classroom teaching is expected, although this may differ depending on cognitive dimensions examined. This paper provides data from a setting in which two groups of students take the same distance education course in financial accounting. However, only one of these two groups of students receives additional classroom education. Apart from this difference, these two groups of students are comparable with regard to (a.o.) work experience and prior education. The statistical results for this study are based on open-ended exam questions filled out by both groups of students, while distinguishing between different cognitive dimensions. Empirical results indicate that additional classroom education does not affect overall exam results, but does affect different cognitive dimensions. |
