RIS ID
21535
Abstract
Blended learning is growing in popularity, but there is conflicting empirical evidence in relation to how it affects students’ exam marks and final grades. This paper compares a blended learning approach to the traditional delivery of an accounting subject to engineering students. Data was collected from two cohorts of students over two semesters and analysed to determine whether the students who were exposed to the blended environment displayed increased participation in a non-compulsory learning task and higher marks in both in-session and final examinations. Results indicated significant improvements in every area, supplying valuable evidence that the adoption of a blended approach in higher education can appreciably enhance students’ results and experience by providing a more student-centred learning environment.
Link to publisher version (URL)
Australasian Society for Computers in Learning in Tertiary Education Conference
Publication Details
This conference paper was originally published as Abraham, A, Student-centred teaching of accounting to engineering students: Comparing blended learning and traditional approaches, Australasian Society for Computers in Learning in Tertiary Education (ascilite) 2007 - ICT: Providing choices for learners and learning, 2-5 December 2007, Singapore, 1-9.