Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?

Accounting Education

Volumn 12, Issue 4, 2003, Pages 373-391

  Dowling, Carlin ^a   Godfrey, Jayne M ^b   Gyles, Nikole ^c  

^a UNIVERSITY OF MELBOURNE   (Australia)

^b MONASH UNIVERSITY   (Australia)

^c UNIVERSITY OF TASMANIA   (Australia)

Author keywords

Flexible delivery; Learning outcomes; Teaching method

Indexed keywords

EID: 11144314054     PISSN: 09639284     EISSN: 14684489     Source Type: Journal    
DOI: 10.1080/0963928032000154512     Document Type: Article

References (39)

1. Albrecht W., Sack R., (2000) Accounting Education: Charting the Course Through a Perilous Future Accounting Education Series No. 16 Sarasota Florida American Accounting Association
2. Alexander, S., (1999). An evaluation of innovative projects involving communication and information technology in higher education. Higher Education Research & Development, 18 (2): 173–83.
3. Arbaugh, J.B., (2000). An exploratory study of the effects of gender on student learning and class participation in an Internet-based MBA course. Management Learning, 31 (4): 503–19.
4. Barrett, E., and Lally, V., (1999). Gender differences in an on-line learning environment. Journal of Computer Assisted Learning, 15: 48–60.
5. Biggs J., (1987) The Process of Learning (2nd Edn) Sydney Prentice-Hall
6. Borthick, A.F., and Jones, D.R., (2000). The motivation for collaborative discovery learning online and its application in an information systems assurance course. Issues in Accounting Education, 15 (2): 181–210.
7. Brazelton, J.K., (1998). Implications for women in accounting: some preliminary evidence regarding gender communication. Issues in Accounting Education, 13 (3): 509–30.
8. Broad M., McDonald A., Matthews M., (2000) Acceptability of accounting learning and teaching through the world wide web Discussion Papers in Accounting and Management Science, Number 00-159 University of Southampton UK
9. Bryant, S.M., and Hunton, J.E., (2000). The use of technology in the delivery of instruction: implications for accounting educators and education researchers. Issues in Accounting Education, 15 (1): 129–62.
10. Buckless, F.A., Lipe, M.G., and Ravenscroft, S.P., (1991). Do gender effects on accounting course performance persist after controlling for general academic aptitude. Issues in Accounting Education, 6 (2): 248–61.
11. Clarke, J.A., (1998). Students' perceptions of different tertiary learning environments. Higher Education Research & Development, 17 (1): 107–17.
12. Dearn, J.M., (1998). Flexible learning: challenging traditional models of University teaching. Education for Library and Information Services: Australia, 15 (3): 99–107.
13. Doran, B.M., Bouillon, M.L., and Smith, C.G., (1991). Determinants of student performance in accounting principles I and II. Issues in Accounting Education, 6 (1): 74–84.
14. Drennan, L.G., and Rohde, F.H., (2002). Determinants of performance in advanced undergraduate management accounting: an empirical investigation. Accounting and Finance, 42: 27–40.
15. Farley, A.A., and Ramsey, F.L., (1988). Student performance in first year tertiary accounting courses and its relationship to secondary accounting education. Accounting and Finance, 28 (1): 29–44.
16. Freeman M., (1996) The role of the Internet in teaching large undergraduate classes Innovations in teaching and learning discussion paper, no 2 Faculty of Business, University of Technology Sydney
17. Freeman, M.A., and Capper, J.M., (1999). Exploiting the web for education: an anonymous asynchronous role simulation. Australian Journal of Educational Technology, 15 (1): 95–116.
18. Gelinas U.J., Sutton S.G., (2002) Accounting Information Systems (5th Edn) Cincinnati South-Western
19. Gujarati D.M., (1995) Basic Econometrics (3rd Edn) New York McGraw Hill, Inc.
20. Hill, M.C., (1998). Class size and student performance in introductory accounting courses: further evidence. Issues in Accounting Education, 13 (1): 47–64.
21. Jones, T.H., and Paolucci, R., (1999). Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes. Journal of Research on Computing in Education, 32 (1): 17–27.
22. Kember D., (1995) Open Learning Courses for Adults: A Model of Student Progress New Jersey Educational Technology Publications
23. Kirkpatrick, D., and McLaughlan, R., (2000). Flexible lifelong learning in professional education. Educational Technology & Society, 3 (1): 24–31.
24. Laurillard D., (1993) Rethinking University Teaching London Routledge
25. Lipe, M.G., (1989). Further evidence on the performance of female versus males accounting students. Issues in Accounting Education, 4: 144–52.
26. MacCann A., (1999) Evaluating flexible learning materials In Quality and Diversity in VET research: Proceedings of the Second National Conference of the Australian Vocational Education and Training Research Association Royal Melbourne Institute of Technology, 11–12 February, 222–230 Alexandria NSW Australian Vocational Educational and Training Research Association
27. McKenzie, K., and Schweitzer, R., (2001). Who succeeds at University? Factors predicting academic performance in first year Australian University students. Higher Education Research & Development, 20 (1): 21–33.
28. Michlistsch J., Sidle M., (2002) Assessing student learning outcomes: a comparative study of techniques used in business school disciplines Journal of Education for Business 77 3 January/February 125 30
29. Nunan, T., George, R., and McCausland, H., (2000). Rethinking the ways in which teaching and learning are supported: the flexible centre at the University of South Australia. Journal of Higher Education Policy and Management, 22 (1): 85–98.
30. Oliver, R., and Omari, A., (2001). Student responses to collaborating and learning in a web-based environment. Journal of Computer Assisted Learning, 17: 34–47.
31. Richardson D., (2000) Researching Student Learning: Approaches to Studying in Campus-based and Distance Education Birmingham UK Society for Research into Higher Education and Open University Press
32. Rohde, F.H., and Kavanagh, M., (1996). Performance in first year university accounting: Quantifying the advantage of secondary school accounting. Accounting and Finance, 36: 275–85.
33. Severiens, S., and Dam, G.T., (1998). A multilevel meta-analysis of gender differences in learning orientations. British Journal of Educational Psychology, 68: 595–608.
34. Smith, P.J., (2000). Preparedness for flexible delivery among vocational learners. Distance Education, 21 (1): 29–48.
35. Tanewski, G., deLange, P., and Wyatt, K., (2001). Determinants of students' success in first year open learning accounting. Accounting Research Journal, 14 (1): 96–108.
36. Tinker, T., (2002). Critical research in the United States. Critical Perspectives on Accounting, 13: 517–26.
37. Tynjälä, P., (1998). Traditional studying for examination versus constructivist learning tasks: do learning outcomes differ?. Studies in Higher Education, 23 (2): 173–89.
38. University of Tasmania (2002) Policy on the Generic Attributes of Graduates of the University of Tasmania Hobart University of Tasmania
39. Woodley, A., deLange, P., and Tanewski, G., (2001). Student progress in distance education: Kember's model re-visited. Open Learning, 16 (2): 113–31.