Accounting students' choice of blended learning format and its impact on performance and satisfaction

被引：30

作者：

Fortin, Anne ^{[1
]}

Viger, Chantal ^{[1
]}

Deslandes, Manon ^{[1
]}

Callimaci, Antonello ^{[1
]}

Desforges, Pierre ^{[1
]}

机构：

[1] Univ Quebec Montreal, Ecole Sci Gest, Accounting, Montreal, PQ, Canada

来源：

ACCOUNTING EDUCATION | 2019年 / 28卷 / 04期

关键词：

Accounting; delivery mode; equivalency theory; blended; student performance and satisfaction;

D O I：

10.1080/09639284.2019.1586553

中图分类号：

F8 [财政、金融];

学科分类号：

0202 ;

摘要：

Using online platforms to deliver educational content, some institutions have developed blended courses that combine the advantages of online instruction with traditional face-to-face (F2F) teaching. This study compares accounting student performance and satisfaction in two blended formats with similar content and design, i.e. F2F+ vs. Online+ courses. It also assesses the characteristics of students who choose the latter option over F2F+ courses. Students in four advanced accounting subjects were surveyed and their course performance was obtained. Results indicate that the main determinants of students' decision to register for an Online+ course are retaking the course, increased weekly work hours, and belief that this type of blended course facilitates learning. Results show that students in advanced accounting courses with equivalent content and design perform similarly and have the same level of course satisfaction across course delivery formats, as hypothesized under equivalency theory.

引用

页码：353 / 383

页数：31

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