This paper aims to explore the benefits of Blended Learning towards students' learning experiences at an offshore campus of an Australian university located in Ho Chi Minh City, Vietnam. At the university campus, the Blended Learning practice in use is the displacement of content. Content displacement refers to a portion of the learning content and activities for a course being delivered online via the Learning Management System. Learning not only happens in face-to-face sessions at a given time but is extended to online spaces as well, happening anywhere at any time at students' preference. The focus of this research is its usefulness and effectiveness in promoting interactions between students and their peers, their teachers, and course materials. An online survey, which was designed based on a set of validated questions, was used to collect data from sixty-six students enrolled in eight Blended Learning courses. The analysis of the survey results provides empirical evidence to the claim that students' perception of their learning experiences at the university was beneficially impacted as a result of the Blended Learning environment in each of their classes. Specifically, factor analysis using oblique rotation method identifies a clear factor structure across survey questions, representing four dimensions of benefits: Engagement, Flexibility of learning, Online learning experience, and Self-confidence. In addition, significant differences between the clusters on these factors indicate that students vary in their responses towards the benefits of Blended Learning and their experience with a Blended Learning approach.

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Accounting is often perceived as boring, difficult, methodical and being all about number crunching by a lot of students and society in general. These negative perceptions impact on students' learning and their approach to the study of accounting. Additionally, studying accounting in English as a second language as well as in the first year of university compounds the amount of problems students may face, adversely affecting their performance. In a bid to address these problems, the flipped classroom approach was employed and its benefits complemented and enhanced by gamification using Kahoot! The aim of this paper is to share with accounting educators and other educators dealing with similar issues on how to engage students in a large lecture setting, in a flipped classroom model. Whilst a lot of studies have been conducted and much has been written on the use of Kahoot! in the classroom, not much has been done in the context of using the tool in a flipped accounting lecture. The benefits of gamification, flipped classroom, quizzes and feedback have been validated in the literature and have been reviewed in this paper. Kahoot! offered several benefits to

Purpose -Despite the growing body of literature demonstrating the role of communication in educational settings, there are limited up-to-date studies exploring the use of an Instant messaging (IM) tool and its impacts on students' learning outcomes, especially in the tertiary education in Vietnam. This study approached instant messaging as an out-of-class communication (OCC) approach in computer-mediated communication (CMC). The aim of this study was to investigate students' perceived quality of information received and its influence on their perceived performance proficiency as a result of their lecturers' clarification of their enquiries through an online instant message application, namely Remind (https://www.remind.com/). Design/methodology/approach -The target groups were first year Business students in an International University in Vietnam. The analysis of the data gathered from the questionnaire was carried out using a measurement model and a structural equation model. Findings -The findings indicate using out-of-class communication technology creates social bonding between students and lecturers by allowing students to clarify the ambiguity of concepts learnt in class and create a sense of connection with their lecturers which leads to better student engagement and hence improved learning outcomes. Originality/value -The author highlights the evidence of effective usage of IM tool by university students as a meaningful communication tool and the need to integrate technology into all educational settings.

Aim/Purpose: Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature that focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of 182 articles on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports, peer and self-assessment was conducted. Contribution: A toolkit with examples of authentic assessment to ease the task of authentic assessment design for those new to authentic assessment and seasoned authentic assessment practitioners alike. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attributes that will make them work-ready and capable of handling a lot of real life practical work situations. Rubrics are an important part of authentic assessment implementation and their use is mandated by business school accrediting bodies like AACSB. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments. Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Future researchers could also focus on the perceptions of authentic assessments of accounting educators, students and employers. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.