Blended learning in finance : comparing student perceptions of lectures, tutorials and online learning environments across different year levels

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Farley, Alan, Jain, Ameeta and Thomson, Dianne (2011) Blended learning in finance : comparing student perceptions of lectures, tutorials and online learning environments across different year levels. Economic Papers: A journal of applied economics and policy, 30 (1). pp. 99-108. ISSN 1759-3441

Abstract

In modern pedagogy, a blended approach is used comprising both face-to-face and online learning. This study investigates how undergraduate students majoring in finance view the different learning environments, and evaluates the changes in perception over the three years of the degree after controlling for gender, age, international/domestic student and English as a first language. Using a purpose designed survey instrument, students across the three years of undergraduate study rated the importance of lectures, tutorials and web-based learning environments in a blended learning model. The results indicate that there is still a strong preference for face-to-face learning. Additionally, there were significant differences in attitudes and perception by year level.

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Item type Article
URI https://vuir.vu.edu.au/id/eprint/10472
DOI https://doi.org/10.1111/j.1759-3441.2010.00094.x
Official URL http://onlinelibrary.wiley.com/doi/10.1111/j.1759-...
Subjects Historical > Faculty/School/Research Centre/Department > School of Accounting
Historical > FOR Classification > 1301 Education Systems
Historical > SEO Classification > 9302 Teaching and Instruction
Keywords ResPubID25074, blended learning, face-to-face teaching, online teaching, student perception, self-directed learning, Generation Y students, lectures and tutorials, University expectations, assessment tasks, online learning modules
Citations in Scopus 18 - View on Scopus
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