A Modified Model of Peer Support in Asynchronous Online Introductory Accounting

Low passing rates are common in asynchronous online introductory accounting due to the challenging material and the online setting. While peer support involving knowledgeable peer assistants has been shown to improve face-to-face students’ performance , it is unknown whether it will be effective when used online. Another issue of traditional peer support is the low participation rate. In this paper, we implement a modified peer support model that involves a direct peer assistant (DPA) actively engaging online introductory accounting students. We find that students with a DPA participate in more peer-supported activities (PSAs), and especially so when they have a greater tendency to seek help and when current performance is low. Further, PSA participants have more positive subsequent grade changes and visit learning and homework systems more frequently than non-participants. Overall, our study suggests that DPAs improve PSA participation in the asynchronous modality, and participation continues to be effective.