References
- AACSB Business Standards. (2020). Retrieved from https://www.aacsb.edu/accreditation/standards/business.
- Ary, E.J., & Brune, C.W. (2011). A comparison of student learning outcomes in traditional and online personal finance courses. MERLOT Journal of Online Learning and Teaching, 7, 465–474.
- Baker-Eveleth, L.J., Miller, J.R., & Tucker, L. (2011). Lowering business education cost with a custom professor-written online text. Journal of Education for Business, 86(4), 248–252. doi:https://doi.org/10.1080/08832323.2010.502911
- Batu, M., Bower, N., Lun, E., & Sadanand, A. (2018). Testing the effectiveness of online assignments in theory of finance. Journal of Education for Business, 93(3), 119–127. doi:https://doi.org/10.1080/08832323.2018.1425660
- Biktimirov, E.N., & Klassen, K.J. (2008). Relationship between use of online support materials and student performance in an introductory finance course. Journal of Education for Business, 83(3), 153–158. doi:https://doi.org/10.3200/JOEB.83.3.153-158
- Campbell, N.D., Heriot, K.C., & Finney, R.Z. (2006). In defense of silos: An argument against the integrative undergraduate business curriculum. Journal of Management Education, 30(2), 316–332. doi:https://doi.org/10.1177/1052562905277231
- Crain, S.J., & Ragan, K.P. (2017). Online versus face-to-face course learning effectiveness: Measured outcomes for intermediate financial management. Journal of Financial Education, 43, 243–261. https://www.jstor.org/stable/26573524
- Flannery, D., Kennelly, B., & Considine, J. (2013). Paper and online assignments in economics: A comparison with panel data. International Review of Economics Education, 13, 31–43. doi:https://doi.org/10.1016/j.iree.2013.04.016
- Hadsell, L. (2009). The effect of quiz timing on exam performance. Journal of Education for Business, 84(3), 135–140. doi:https://doi.org/10.3200/JOEB.84.3.135-141
- Kennelly, B., Considine, J., & Flannery, D. (2011). Online assignments in economics: A test of their effectiveness. The Journal of Economic Education, 42(2), 136–146. doi:https://doi.org/10.1080/00220485.2011.555696
- Krishnan, V. S., Bathala, C. T., Bhattacharya, T. K., & Ritchey, R. (1999). Teaching the introductory finance course: What can we learn from student perceptions and expectations? Financial Practice and Education, 9, 70–82.
- Root, T., Rozycki, J., Senteza, J., & Suh, I. (2007). The undergraduate finance curriculum in the new millennium: A comprehensive survey. Journal of Financial Education, 33, 1–27.
- Sebastianelli, R., & Tamimi, N. (2011). Business statistics and management science online: Teaching strategies and assessment of student learning. Journal of Education for Business, 86(6), 317–325. doi:https://doi.org/10.1080/08832323.2010.525545
- Self, S. (2013). Utilizing online tools to measure effort: Does us really improve student outcomes? International Review of Economics Education, 14, 36–45. doi:https://doi.org/10.1016/j.iree.2013.03.001
- Smolira, J.C. (2008). Student perceptions of online homework in introductory finance courses. Journal of Education for Business, 84(2), 90–95. doi:https://doi.org/10.3200/JOEB.84.2.90-95
- Van Ness, B., Van Ness, R.A., & Adkins, R. (2000). Student performance in principles of finance: Differences between traditional and internet settings. Financial Practice and Education, 10, 160–166.