Virtual School Meanderings

June 7, 2011

Call for Proposals on Online Education (Special Issue) – Plus Jobs

From my inbox yesterday…

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Call for Props


Call for Proposals on Online Education (Special Issue)

The Journal of Accounting Education invites submissions of paper proposals for a special issue devoted to quality and best practices in online accounting education. Such proposals should be original works on topics guided by best practices that are discussed in the AACSB white paper entitled, Quality Issues in Distance Learning (Revised 2007), which can be retrieved from (
The editors for this special issue solicit high-quality proposals that address issues of quality and best practices at the course and program level with particular focus on the methods and approaches for course (program) design, implementation, and assessment. Although proposals for thought pieces and descriptive accounts are encouraged, preference will be given to evaluative proposals that describe the type of data that will be collected and analyzed (e.g., assessment of student performance in online compared with traditional face-to-face delivery, attitudinal surveys, and other objective measures of best practices such as graduation and retention statistics). A goal of this issue is to have an appropriate mix of data-driven, descriptive, and thought papers.
The preparation of this special issue will consist of a double review process: review of manuscript proposals, and review of finished manuscripts.
The deadline for the submission of proposals is August 1, 2011, with initial review and feedback to authors by October 1, 2011. A decision will be made at this point about whether to request authors to go ahead with their proposals. The deadline for manuscripts that fulfill the authors’ commitment in the proposal will be due by June 15, 2012, with initial review and feedback to authors by September 1, 2012. The intent of the long window between feedback on proposals to authors on October 1, 2011 and manuscript submissions on June 15, 2012 is to allow authors who are proposing to collect data to do so during the spring 2012 semester.
Submissions should be made electronically and simultaneously to both guest editors. In order to
maintain anonymous review, submitters should remove any author identification from the files they submit. Authors should submit the following items: (1) statement that the submitted work is original, that it has not been published elsewhere, and that the paper is not currently under review by any other journal; (2) cover page, containing title of the proposal and complete contact information for each author; and (3) proposal copy itself, without any author identification. The first page of the proposals should contain the title of the paper, an Abstract, and a listing of keywords. Proposals should contain the following headings:

1. Problem Statement (that includes (a) how the issue that is addressed relates to accounting education,
(b) how the issue that is addressed relates to education more broadly than accounting,
and (b) the expected contribution to the academic community).
2. Review of Relevant Literature (both within and outside of accounting to motivate the problem
3. If data are to be collected, provide a Statement of the Research Hypothesis(es).
4. If data are to be collected, provide a statement of the Research Method to be employed.
5. Results: If data are not to be collected, provide a discussion of the proposed topics and how these
topics relate to the problem statement.
6. Summary

For further information, please contact either of the following guest editors:

Andrew J. Rosman, PhD, CPA
University of Connecticut University of Connecticut
2100 Hillside Road, Unit 1041
Storrs, CT 0-6269-1041

David R. Lavoie, PhD, MLIS
University of Connecticut University of Connecticut
2100 Hillside Road, Unit 1041
Storrs, CT 0-6269-1041

The following is a list of potential topics for the call for proposals that is meant simply to provoke thought rather than be all-inclusive. Some topics could be addressed from either a qualitative (descriptive and thought pieces) or quantitative perspective. To illustrate the distinction and to help clarify the direction of the special issue we have provided examples of both qualitative and quantitative topics in items 1-3 in the list below. For items 4-14, only qualitative topics are shown, but many can easily be approached quantitatively as well.

1. (a) Qualitative: Description of the planning process for a course or program that is asynchronous online or blended within the definition of distance education in the AACSB white paper, Quality Issues in Distance Learning (Revised 2007).
(b) Quantitative: A Delphi Study for the planning process for a course or program that is asynchronous online or blended within the definition of distance education in the AACSB white paper. Delphi members could be selected from the task force that prepared the AACSB white paper or other experts. The proposal should include the names and affiliations of panel members, a statement of the qualifications of each member as an expert for this purpose, and the questions that would be administered to the panel.
2. (a) Qualitative: Approaches to engage faculty and students in active learning and assess student learning including the use of rubrics.
(b) Quantitative: Experiment within a class or across sections of the same class taught by the same instructor with options for assignments that students could select or to which different groups of students are assigned. The experiment would compare performance across different types of assignments to student characteristics or attributes such as learning style, GPA, and gender.
3. (a) Qualitative: Teaming with instructional designers and librarians to develop and deliver
courses and programs. Similarly, an extension of this team approach is the building of a group
of mentors within a department or program to help motivate and support faculty who are contemplating online teaching.
(b) Quantitative: survey of faculty who might be classified as early adopters of online methods,
those who have adopted but did not do so early, and those who have not adopted to determine
the characteristics of faculty that might be associated with early adoption. The proposal would
need to include a plan for identifying survey respondents and the survey itself.
4. Designing information literacy into online accounting courses.
5. The strengths and weaknesses of online learning with particular emphasis on how to avoid or
minimize the weaknesses.
6. The role of feedback from students to faculty (e.g., formative and summative attitudinal surveys) and from faculty to students (e.g., when graded activities are returned to students) as it pertains to learning and to delivery and re-design of online courses.
7. Collaborating with administration to resolve issues such as:
a. Compensation
b. Release time to design
c. Intellectual property
8. Group work versus individual work in assessing learning and in assigning grades.
9. Portfolio assessment for individual courses and portfolio approach for program evaluation.
10. Efforts to marginalize and prevent cheating.
11. Methods of learning including the case method and simulation or role play with emphasis on
how the methods fulfill learning objectives.
12. Aligning unique course learning outcomes with program mission statements as evidence for accreditation and accountability to constituents including the board of trustees.
13. The influence on learning of culture and language both from the perspective of faculty and student.
14. Challenges and how these challenges have or may be overcome in establishing international partnerships among universities to teach accounting courses.

Journal of Accounting Education: General Information

The Journal of Accounting Education (JAEd) is a refereed journal published quarterly by Elsevier. The JAEd is dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators, and for exchanging ideas and instructional resources that help improve accounting education. The Journal includes three sections: A Main Articles Section, a Teaching and Educational Notes Section, and a Case Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers are sometimes published in this section. Short papers on topics of interest to JAEd readers are published in the Teaching and Educational Notes Section. The Teaching and Educational Notes Section also includes instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Instructional resources published in the JAEd should meet relevant educational objectives and be available for general use. The JAEd publishes manuscripts on all topics that are relevant to accounting education, including uses of technology, learning styles, assessment, curriculum, and faculty-related issues.

David E. Stout, Editor-in-Chief
Journal of Accounting Education
Lariccia School of Accounting & Finance
Williamson College of Business Administration
Youngstown State University

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SCAD-Savannah seeks qualified applicants for an eLearning specialist position for the SCAD-eLearning campus. The eLearning specialist provides technical and pedagogical training and support to all faculty who develop and/or teach fully online courses as well as those who utilize the Blackboard course management system to enhance their on-campus courses. Bachelor’s degree required with significant educational technology and professional development experience. Working knowledge of Dreamweaver, Flash, image editing software (i.e., Photoshop), CSS, and JavaScript is a must, as well as an in-depth knowledge of HTML. Master’s degree preferred with online teaching experience and experience working with faculty helpful.

To Apply:




Teaching Faculty and Course Authors needed for new EdD in Adult Education Leadership program offered at Jones international University (JIU).  JIU is the nation’s first fully online regionally-accredited university.  Specifically looking for individuals with adult education leadership experience in the military, government, business & industry, higher education, staff development or healthcare settings.  A PhD or EdD in Adult Education and professional experience in a field directly related to the subject matter or related discipline is required. Experience in curriculum development and/or teaching in an online environment is preferred.  Send CV to Doug Bjerkaas at  if interested.




Yoga Alliance seeks an Online Education Specialist with experience designing, teaching, and evaluating online courses to consult on the creation of comprehensive standards for training yoga teachers via distance education.  The ideal candidate should have experience in both designing and teaching online courses, be able to work with yoga professionals whose perspective begins with content and are transitioning into the world of education, and have knowledge of school/organizational accreditation guidelines as regards distance education. Contact Dr. Rita-Marie Conrad, Consultant, RMC eDesign, for the full Request for Qualifications (RFQ) package.
Responses to the RFQ must be received by June 17, 2011.


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