Modes of Delivery, Instructor Consistency and Post Graduate Accounting Performances –Evidence from Australia
This study offers a distinctive contribution by studying students’ academic performance in a post-graduate accounting course offered in face-to-face and online modes with and without instructor consistency as well by examining the moderating effects of gender. We analysed the dynamics of relationship between mode of delivery and student performance along with moderating effects of other key factors in an Australian University. The study indicated a significant positive relationship between face-to-face mode of delivery and student performance suggesting that students attending face-to-face modes of delivery perform better than online students. Our findings also reveal that instructor consistency was a significant factor in explaining student performance. However, instructor consistency became an insignificant explanatory factor with the moderating effects of gender. Implications for theory and educational practice are briefly discussed.
Keywords - Post-Graduate Accounting Course, On Campus, Online, Instructor Consistency, Gender