As an adjunct faculty member, I’ve taught several courses within a master's in organizational leadership program, and now I'm starting a new endeavor: leading my first online course for a university.
With this new understanding of how universities have created online learning communities, which can be just as effective as a live classroom setting, I can clearly see the accounting profession has a lot to learn about online education – CPE in particular.
And we better learn these lessons quickly because online learning has become the norm rather than the exception. The virtual environment has transformed the business of CPE. We can now earn requisite CPE hours for a fraction of the cost from the comforts of our office or home. However, due to regulatory constraints, the method for online delivery leaves little space for actual learning.
While each jurisdiction has its own CPE rules, many states comply with or look to the rules set forth by the Statement on Standards for Continuing Professional Education (CPE) Programs, a publication that was jointly approved by the American Institute of CPAs (AICPA) and the National Association of State Boards of Accountancy (NASBA). In regards to group Internet programs, the standards indicate one earns credit by responding to at least three polling questions for each CPE credit hour. This is a pretty passive task and one that lends itself to fraud. Yes, I used the "F" word. It is quite easy to cheat on an exam that requires only three mouse clicks while one simultaneously completes work on a second monitor.
In contrast, when taking a university course online, one has to do more than click an occasional pop-up. University students post to discussion boards that instructors will evaluate for analysis and synthesis. The students can leave the virtual main classroom to participate in labs, thereby creating an environment where they can talk with one another – and by talk, I do mean using one’s voice and not just chatting via written messages. While in these labs, the students share how the theory applies to their organizational lives, learn from one another’s insights, and come back to the main classroom to discuss what they learned with everyone else in the virtual class. The entire classroom can also see one another via a video or picture, thereby making the experience more human, personal, and connected.
CPE rules are ultimately intended to protect consumers. I see the current standards for online learning as a disservice to both the advancement of the profession and to the public that we serve. We need to move away from the “how many clicks does it take to get the certificate” approach and toward a virtual environment that supports active learning.
One might view this issue as substance over form. Solely looking to participation pop-ups is a legal form that indicates a person earned CPE credit, but it lacks the substance that presents a true and fair view of a person’s actual learning.
During my tenure in learning and development for a public accounting firm, I saw many opportunities to improve accounting education. I see improvements to the virtual learning environment as a top priority. I presume this is something NASBA is working on, but much like release dates of CPA exam scores in 2010, it isn't sharing information in a timely manner. And to my knowledge, NASBA isn't asking the younger generations – who likely completed a university course online – how they want to learn.
So now is your time, folks. How do you want to learn? What is working about the delivery of CPE in a virtual environment? What is missing? NASBA, are you listening?
About the author:
Amber Setter, CPA, MA, is a professional coach, leadership consultant, and university instructor. More about her is available at: www.intentionsetter.com.