This paper presents a descriptive and evaluative analysis of the transformation of a face‐to‐face graduate tax accounting course to an online course. One hundred fifteen students completed the compressed six‐week class in 2001 and 2002 using WebCT, classroom environment software that facilitates the creation of webbased educational environments. The paper provides a description of the required technology tools and the class conduct. The students used a combination of asynchronous and synchronous learning methods that allowed them to complete the coursework on a self‐determined schedule, subject to semi‐weekly quiz constraints. The course material was presented in content pages with links to Excel® problems, Flash examples, audio and video files, and self‐tests. Students worked the quizzes and then met in their groups in a chat room to resolve differences in answers. Student surveys indicated satisfaction with the learning methods.

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