1. DESIGNING AN ONLINE COURSE FOR SUCCESSFUL STUDENT ENGAGEMENT:
USING VIDEO CASE STUDIES, VIGNETTES, AND OTHER TOOLS
Professor Patricia Hughes Mills, J.D. LL.M.
Professor of Clinical Accounting & Academic Director Jennifer and James R. Parks Master of Business Taxation Program USC Leventhal School of Accounting | Marshall School of Business

2. JENNIFER & JAMES R. PARKS MASTER OF BUSINESS TAXATION

3. JENNIFER & JAMES R. PARKS MASTER OF BUSINESS TAXATION
EACH COURSE IS NOW DELIVERED SIMULTANEOUSLY IN BOTH FORMATS
Expands course availability for all students
Allows unique flexibility for students to choose their preferred format each semester
Popularity of online courses has increased with local students
Both online & on ground follow the flipped classroom format

4. Overall Course Design Focus on Learning Outcomes
Use of Blackboard and Modules
Weekly assigned reading, online interactive exercises, pre-recorded mini-lectures by faculty and guest speakers
Synchronous weekly video-meeting with faculty and all students (“MarshallTALK”)
Assignments submitted online (exams, homework, etc.)

5. Importance of Learning Outcomes
Creating learning outcomes for each Module allows us to design effective delivery for each lecture / self-assessment / assignment

6. Use of Modules in Blackboard

7. Use of Modules in Blackboard

8. Using Scenarios/Vignettes for Case-Based Application
Creates engaging story as context for students to apply the concepts learned
These can be short factual settings
E.g., one or two minute voice over with still photos
Can be comprehensive throughout the course or used for only one assignment

9. Sample Scenario: ACCT 550T
Previously presented research assignment through written prompt
Now present it through video vignette

10. Sample Case Study: ACCT 569T
Developed a client scenario used throughout the course to apply the law to factual examples
Scenario goes through life cycle of partnership from formation through various transactions
Homework and self-assessments designed around these facts

11. Sample Case Study: ACCT 571T
Developed a client scenario used throughout the course to apply the law to factual examples
Scenario goes through various events in life of a taxpayer

12. Recommendations for Creating Recorded Lectures
Keep it short: 3 or 4 five-minute videos per Module (for each learning outcome)
Easier to design in small chunks
Script it out!
Makes presentation more concise
Looks more professional
Allows for easier future changes
Required “seat time” is met through other activities rather than just lecture

13. Self-Assessment Exercises
Each Module contains several self-assessment exercises to convey material and reinforce learning
Allows for self-reflection and low-stakes practice assessment
Includes simple Q&A or sample calculations (with explanations)

14. Self-Assessment Exercises: Q&A Example

15. Self-Assessment Exercises: Computational Example

16. Self-Assessment Exercises
Student evaluation comments:
These were the lynch pin that keeps the online program valuable. It allows students to walk through a real life scenario, and test out their understanding of the subject matter before working on graded material.
The self-assessment exercises were most effective by walking through the calculations step by step and having very thorough explanations for each step.
The interactive exercises are the most effective tool in this course.
Now use these for on ground classes as well

17. Engagement in Synchronous Sessions
Attendance at weekly “MarshallTALK” sessions is required
Student have completed online materials first
The synchronous session is where the concepts are applied
Class discussions /presentation of homework
Students are paired and pre-assigned to present homework solutions

18. Synchronous Sessions via Zoom

19. Questions?