The Need to Balance the Blend: Online Versus Face-to-Face Teaching in an Introductory Accounting Subject

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Wong, Lily and Tatnall, Arthur ORCID: 0000-0003-4317-971X (2009) The Need to Balance the Blend: Online Versus Face-to-Face Teaching in an Introductory Accounting Subject. Issues in Informing Science and Information Technology, 6. pp. 309-322. ISSN 1547-5840

Abstract

To remain globally competitive, there is increasing pressure for universities to incorporate a greater use of technology and innovation into their curriculum. In response, many higher education institutions have adopted a blended learning approach, which combines traditional face-toface delivery with online teaching resources, to deliver course content. This paper documents the implementation of online resources in a first-year accounting unit, outlines subsequent changes and monitors its impact on learning outcomes. Whilst in its early stages, this preliminary work on action research will form the basis of determining an optimal blend of traditional and online learning environments for introductory accounting students. This research will endeavour to improve the structure of the curriculum and to positively impact on student learning outcomes.

Item type Article
URI https://vuir.vu.edu.au/id/eprint/4698
Official URL http://iisit.org/Vol6/IISITv6p309-322Wong611.pdf
Subjects Historical > Faculty/School/Research Centre/Department > School of Accounting
Historical > FOR Classification > 0806 Information Systems
Historical > FOR Classification > 1303 Specialist Studies in Education
Historical > Faculty/School/Research Centre/Department > School of Management and Information Systems
Historical > SEO Classification > 9303 Curriculum
Current > Division/Research > Graduate School of Business
Keywords ResPubID17284, action research, blended learning, innovation, introductory accounting, learning outcomes
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