References
- Ackerman, D. S., & Gross, B. L. (2005). My instructor made me do it: Task characteristics of procrastination. Journal of Marketing Education, 27(1), 5–13. https://doi.org/10.1177/0273475304273842
- Asarta, C. J., & Schmidt, J. R. (2013). Access patterns of online materials in a blended course. Decision Sciences Journal of Innovative Education, 11(1), 107–123. https://doi.org/10.1111/j.1540-4609.2012.00366.x
- Biktimirov, E. N., & Armstrong, M. J. (2015). Is the second time the charm for students repeating introductory finance? Journal of Financial Education, 41(1), 32–49. https://www.jstor.org/stable/24331038
- Cagle, J. A. B., Glasgo, P. W., & Hyland, D. C. (2010). Spreadsheets: Do they improve student learning in the introductory finance course? Journal of Financial Education, 36(1), 35–52. www.jstor.org/stable/41948646
- Callister, R. R., & Love, M. S. (2016). A comparison of learning outcomes in skills-based courses: Online versus face-to-face environments. Decision Sciences Journal of Innovative Education, 14(2), 243–256. https://doi.org/10.1111/dsji.12093
- Chan, K. C., & Shum, C. (2004). An empirical analysis of a cumulative/re-work testing strategy: Its effect on student performance in principles of finance. Journal of Financial Education, 30(1), 16–31. www.jstor.org/stable/41948472
- Chew, S. L. (2007). Study more! Study Harder! Students’ and teachers’ faulty beliefs about how people learn. In S. A. Meyers & J. R. Stowell (Eds..), Essays from Excellence in Teaching (Vol. 7, pp. 9-13). Society for the Teaching of Psychology. Retrieved August 27, 2019, from http://teachpsych.org/reources/e-books/eit2007/eit2007.php
- Clark, R. C., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. Pfeiffer.
- Heinfeldt, J., & Wolf, F. (2002). Outcomes assessment and opportunities to modify student investment strategies: The use of pre- and post tests in a basic finance course. Journal of Financial Education, 28(1), 42–53. https://www.jstor.org/stable/41948399
- Hong, J., Pi, Z., & Yang, J. (2018). Learning declarative and procedural knowledge via video lectures: Cognitive load and learning effectiveness. Innovations in Education and Teaching International, 55(1), 74–81. https://doi.org/10.1080/14703297.2016.1237371
- Hwang, A. (2018). Online and hybrid learning. Journal of Management Education, 42(4), 557–563. https://doi.org/10.1177/1052562918777550
- Ingram, V., & Adams, J. S. (2003). Effects of team learning on success rates in introductory finance. Journal of Financial Education, 29, 28-39. Retrieved October 14, 2020, from http://www.jstor.org/stable/41948428
- Kim, D., & Krueger, T. (2017). Comparison of student success in hybrid and traditional introductory finance classes. Journal of Accounting and Finance, 17(5), 124–134. https://alliance-primo.hosted.exlibrisgroup.com/primo-explore/openurl?sid=36520&genre=article&issn=21583625&title=Journal%20of%20Accounting%20%26%20Finance%20(2158-3625)&atitle=Comparison%20of%20Student%20Success%20in%20Hybrid%20and%20Traditional%20Introductory%20Finance%20Classes.&author=Dongnyoung%20Kim&authors=Dongnyoung%20Kim;Krueger,%20Thomas%20M.&date=20170901&volume=17&issue=5&spage=124&pages=124-134&vid=SPU&institution=SPU&url_ctx_val=&url_ctx_fmt=null&isSerivcesPage=true
- McCollum, K. (1997). A professor divides his class in two to test value of on-line instruction. Chronicle of Higher Education, 43, 24. https://eric.ed.gov/?id=EJ541256
- McCullough, K., & Munro, K. (2018). Finance students’ experiences of lecture-based active learning tasks. Innovations in Education and Teaching International, 55(1), 65–73. https://doi.org/10.1080/14703297.2016.1189843
- Moore, S. (1999). Cases vs. lectures: A comparison of learning outcomes in undergraduate principles of finance. Journal of Financial Education, 25(1), 37–51.
- National Center for Educational Statistics (NCES). (2017). Table 306.10 – Total Fall Enrollment in Degree-Granting Postsecondary Institutions, by level of Enrollment, Sex, Attendance Status, and Race/Ethnicity of Student: Selected years, 1976 through 2016. Digest of Educational Statistics.
- Nonis, S. A., & Hudson, G. I. (2010). Performance of college students: Impact of study time and study habits. Journal of Education for Business, 85(4), 229–238. DOI: 10.1080/08832320903449550
- Phillips, P. J., & Loch, B. I. (2012). Dynamic and interactive teaching with technology. Journal of Financial Education, 38(1), 46–68. www.jstor.org/stable/41948686
- Rojstaczer, S. (2016). Recent GPA trends nationwide. Retrieved March 29, 2019, from https://www.gradeinflation.com
- Rowe, M. B. (1986). Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37(1), 43–50. https://doi.org/10.1177/002248718603700110
- Saunders, K. T. (2002). Faculty use of computer, group work, writing assignments and presentations in the introductory finance course. Journal of Financial Education, 28(1), 46–55. https://www.jstor.org/stable/41948381
- Sims, R. L., & Schuman, A. H. (1999). Learning in an online format versus an in-class format: An experimental study. The Journal, 26(11), 54–56. https://thejournal.com/articles/1999/06/01/learning-in-an-online-format-versus-an-inclass-format-an-experimental-study.aspx
- Smeaton, A. F., & Keogh, G. (1999). An analysis of the use of virtual delivery of undergraduate lectures. Computers & Education, 32(1), 83–94. https://doi.org/10.1016/S0360-1315(98)00052-9
- Terry, A. (2002). Student performance in the introductory corporate finance course. Journal of Financial Education, 28(1), 28–41. https://www.jstor.org/stable/41948398
- Tobin, K. (1987). The role of wait time in higher cognitive level learning. Review of Educational Research, 57(1), 69–95. https://doi.org/10.3102/00346543057001069
- Wilson, A. H. (2003). Evidence of the effectiveness of course management software and asynchronous communication in a first finance course. Journal of Financial Education, 29(1), 40–54. https://www.jstor.org/stable/41948429
- Wolf, L. E. (2001). College students with ADHD and other hidden disabilities. Annals of the New York Academy of Sciences, 931(1), 385–395. https://doi.org/10.1111/j.1749-6632.2001.tb05792.x
- Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Erlbaum.