This article tests the profitability of Bollinger Bands (BB) technical indicators. It is found that, after adjusting for transaction costs, the BB are consistently unable to earn profits in excess of the buy-and-hold trading strategy. However, the profitability is improved using a contrarian's approach.

Purpose: – The purpose of this paper is to describe a classroom design for introductory financial accounting that promotes active learning through a flipped classroom approach. A course learning management system, white-board voice-over video applications, an online homework manager and online tutorials pre-packaged with the course textbook were all adopted to facilitate the flipped classroom. The in-class sessions were refocussed around active learning strategies, including case analysis, concept mapping, solving comprehensive problems, mini lectures with bookends, and small group discussions. Design/methodology/approach: – A quasi-experimental design, combined with student surveys, are utilized. A Wilcoxon rank-sum test is used to assess the significance of any difference in student performance between a lecture-based course (control group, n=92) and the flipped classroom course (experimental group, n=97). Student performance is measured based on final exams and overall course grades. Findings: – The results suggest that the flipped classroom improved student grade point averages, final exam performance, and pass rates. Both the stronger and weaker students benefited from the technologies and active learning strategies adopted in the flipped classroom. Originality/value: – This is the first known study to investigate the efficacy of promoting active learning in introductory financial accounting through a flipped classroom design. This study is valuable for accounting educators, and educators in other similarly technical disciplines, who seek to combat the high failure rates that typically plague complex, technical introductory courses.

This study analyzes data from online learning platforms in introductory financial accounting, and highlights three key findings. First, online learning resources linked to course assessment are more negatively associated with cramming study habits and more positively associated with final exam performance than are resources made available for self-study. Second, dynamic online learning resources (i.e., utilization of auditory and visual channels for processing information) made available for self-study are more positively associated with final exam performance than are static resources (i.e., visual channel only). Third, in-class attendance displays a strong positive correlation with online time on task in a blended learning environment. Based on these findings, this study offers some pedagogical strategies that accounting educators can adopt to adjust their blended learning environment. JEL Classifications: A20; A22.

The focus of this paper is to determine the profitability of technical trading rules by evaluating their ability to outperform the naïve buy-and-hold trading strategy. Moving average cross-over rules, filter rules, Bollinger Bands, and trading range break-out rules are tested on the S&P/TSX 300 Index, the Dow Jones Industrial Average Index, NASDAQ Composite Index, and the Canada/U.S. spot exchange rate. After accounting for transaction costs, excess returns are generated by the moving average cross-over rules and trading range break-out rules for the S&P/TSX 300 Index, NASDAQ Composite Index and the Canada/U.S. spot exchange rate. Filter rules also earn excess returns when applied on the Canada/U.S. spot exchange rate. The bootstrap methodology is used to determine the statistical significance of the results. The profitability of the technical trading rules is further enhanced with a combined signal approach.