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dc.contributor.convenorInternational Association for Technology, Education and developmenten_AU
dc.contributor.authorDelaney, Deborahen_US
dc.contributor.authorMcManus, Lisaen_US
dc.contributor.authorNg, Chewen_US
dc.contributor.editorL.Gomez Chova, D. Marti Blenguer, I. Candel Torresen_US
dc.date.accessioned2017-05-03T13:23:40Z
dc.date.available2017-05-03T13:23:40Z
dc.date.issued2010en_US
dc.date.modified2011-08-22T06:33:37Z
dc.identifier.urihttp://hdl.handle.net/10072/39765
dc.description.abstractThis paper reports the findings of an empirical study of the adoption of a blended learning approach to teaching the first year accounting course at one of a large Australian universities. A pre and post survey questionnaire assessing student's views on this learning environment was administered in the first and final lecture of the course. It was found that students perceived greater benefits from the blended learning environment for immediate feedback, motivation for taking responsibility for their own learning and support for their learning style. Additionally, students perceived that the blended learning environment resulted in improved performance in the course, improved comprehension of basic accounting knowledge and assisted students to better understand the procedures, terms and principles of accounting. Results indicate that the blended learning environment adopted improves student learning outcomes, the overall satisfaction with the course and their overall performance. Keywords: Blended learning, online learning, learning environments, and learning outcomes.en_US
dc.description.publicationstatusYesen_AU
dc.format.extent163301 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherInternational Association of Technology, Education and Developmenten_US
dc.publisher.placeValencia, Spainen_US
dc.publisher.urihttp://www.iated.org/iceri2010/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenameInternational Conference of Education Reseach and Innovationen_US
dc.relation.ispartofconferencetitleICERI2010en_US
dc.relation.ispartofdatefrom2010-11-15en_US
dc.relation.ispartofdateto2010-11-17en_US
dc.relation.ispartoflocationMadrid, Spainen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEconomics, Business and Management Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130203en_US
dc.titleA Blended Learning Approach to Teaching First Year Accountingen_US
dc.typeConference outputen_US
dc.type.descriptionE2 - Conference Publications (Non HERDC Eligible)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyGriffith Business School, Department of Accounting, Finance and Economicsen_US
gro.rights.copyrightCopyright 2010 IATED. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the conference's website for access to the definitive, published version.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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