The impact of teacher video presence on student performance and satisfaction in undergraduate accounting courses

ABSTRACT

The current study examines the impact of teacher video presence on student performance and satisfaction in a regular asynchronous online course required as part of an undergraduate accounting program. For a sample of 115 students registered in the course, the results indicate that ‘enhanced strategic’ teacher video presence does not lead to better learning outcomes than use of videos with no teacher video presence. However, it does increase the satisfaction of students who do not participate in separate Zoom meetings with the teacher. To our knowledge, this paper is the first to analyze the impact of teacher video presence in a regular 15-week asynchronous online course in an undergraduate program, including impact on student satisfaction. By comparing two extremes, ‘enhanced strategic’ teacher video presence and no teacher video presence, the experiment provides an acid test of the effect of teacher video presence in a regular undergraduate online course.

KEYWORDS:

• Asynchronous online courses
• learning outcomes
• performance
• satisfaction
• teacher video presence

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 The first correspondence course is attributed to Caleb Phillips in 1728 (https://courses.dcs.wisc.edu/wp/ilinstructors/2019/07/25/a-history-of-correspondence-course-programs/).

2 Comité institutionnel d’éthique de la recherche avec des êtres humains, Approval No. 5152_e_2021.

3 The maximum variance inflation factor (VIF) is 1.711, indicating that multicollinearity in the set of multiple regression variables is quite low and is not a problem in the analyses.

4 Five students who were retaking the course provided their student identification, thus enabling access to their grades. Only two had no Zoom meetings with the teacher.

5 Although 115 students responded to the survey, the analysis is performed on 111 students due to missing data for some control variables.

6 As mentioned earlier, not all the respondents provided their student ID when they answered the questionnaire, which meant that survey answers and student quiz scores could be matched only for part of the sample.