Both videos will help students become more comfortable with the accounting concepts covered. Video #1 explains the careers available in the field of accounting, and emphasizes the fact that someone doesn't have to love math to become an accountant. Video #2 reinforces the accounting equation of which many students struggle. Both videos are engaging and highly usable, offering enough content on the concepts such that they can be used for multiple audiences and situations.
Type of Material:
In-class/online lecture presentation or for homework viewing.
Identify Major Learning Goals:
Video #1: To understand aspects related to accounting careers, typical workloads, and organizations.
Video #2: To explain and define the accounting equation, including how various transactions impact and change the equation as a whole.
Target Student Population:
Financial accounting, High school, Lower division college, Professional development
Prerequisite Knowledge or Skills:
None, except interest in accounting.
Video #1 integrates multiple perspectives about accounting careers, in an honest fashion. For example, the video does not sugarcoat the long hours that accountants work.
Video #2 addresses basic concepts in an informal manner, explaining terminology and the process/impact of transactions upon the accounting equation.
Concepts are integrated and summarized well. The videos contains a sufficient amount of material to be self-contained.
Video #1 is somewhat lengthy and could have been trimmed by several minutes to be more effective. In addition, some of the material is dated, with salaries provided being from 2012.
Video #2 has the slide heading: “the three big equations” at the top of the screen for the duration of the video, and yet only one accounting equation is discussed. Instead the heading should say "the three terms or elements within the accounting equation" as the video does discuss the three elements?
Potential Effectiveness as a Teaching Tool
Video #2 does a good job showing the relationship of transactions on the accounting equation. The example provided adds to the quality of the tutorial.
Both videos are efficient and students will learn much in a short time.
Concepts are introduced progressively and build on prior concepts.
Video #1 does not include learning objectives.
Video #2 ends with a reference to a next video for the income statement, but this income statement video is not found at this location. In addition, another statement made at the end of the video is a gross over simplification. To the contrary, one does not know "everything you need to know about assets, liabilities..." from merely watching this short video.
Ease of Use for Both Students and Faculty
Both videos are highly usable and user-friendly and well-suited for an introductory accounting course. Concepts presented are easy to understand.
The 15 minute (first) video on careers interweaves interviews with information which is quite nice.
Given the videos are created by diffient individuals, design quality varies substantially. Video appeal is excellent in the careers video.
For Video #1, background music is playing even during the taped interviews which is distracting. Many of the comments provided by viewers also noted this point.
Both videos are close captioned, but some challenges were noted with a few of the terms described in Video #2.
Also, the narrative explanations on the slides of Video #2 were at times difficult to read and somewhat blurry, particularly when expanded to fit the entire screen.
In addition, it was also disconcerting to have the misnomer title at the top of the slide throughout the accounting equation video.
No interactivity is attempted by using rhetorical questioning.
The links to each video are very tiny and can easily be missed.
Other Issues and Comments:
Video #1 is excellent in that it provides a diverse representation of accounting by emphasizing the variety of uses of accounting education and skills.
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