First of all, I really enjoyed Professor Ittners presentations. Sadly, his presentation was only 25% of the course. Professor Ittner was very direct but also was very engaging in how he delivered his content. I had a good feeling that I could really understand the material he was teaching. If I could give a rating for just Professor Ittner, I would give a 5 star rating. Now, this is why I am giving this course a 1 star rating. But I do have to say, going into the depths of Accounting Analytics is not easy. You really need to have a good grasp of Accounting otherwise you will get lost. Professor Bushee did not make the first 3 weeks really easy to get through. While I enjoyed his examples & case studies, he simply did not do a great job of really explaining and illustrating the concepts he was teaching. And worst of all, he setup a digitally generated classroom where he had his computer generated students ask pointless questions, make pointless statements, or answer with pointless statements/answers. I really wish I had the time to analyze how much of the course time he spent doing this, I would estimate that its around 10% but it could very well be higher. There are so many different examples to pick form, but Ill just pick a few here. I didnt read the Iliad or Odyssey some Im not going to ask you to in reference why in regression there are Greek letter used for coefficients (its a fair assumption that someone taking this class understands coefficients), a 30 second exchange where a PC generate student says that theyre stocked to run some regression followed by Proffessor Bushee informing us that were going to run some narly regressions, Professor Bushee saying he doesnt know how to perform Earning Management Analysis on Mars but he certainly knows how to do it on Earth, and a joke why people dont like accountants. These segments add absolutely zero value. They lengthen the time of the course. To make maters worse, Im sure Proffessor Bushee had to spend even more time creating this additional interaction together.
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