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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