Teaching an on-line course can be challenging, especially one that is primarily quantitative in nature. One challenge is the asynchronous nature of the course-the students are not communicating at the same time. How can we help the students feel they are not alone, but rather are part of a community of learners? How can we prevent the course from feeling like 25 courses of 1 student each rather than 1 course of 25 students? A second challenge is fostering discussion in a course that is primarily quantitative in nature. What do students discuss in a number-crunching course? This case will discuss several approaches that have been used to address these challenges as they relate to teaching an accounting course.

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Last updated May, 2006