Blended learning: making an impact on assessment and self-reflection in accounting education

Abstract

Purpose -The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and student self-reflection. Design/methodology/approach -A case study approach is used to describe the development of blended learning technologies within an elevator pitch assessment item in four cohorts over a two-year period. This is complemented by teacher observations, an online survey and student interviews to evaluate the assessment item, the technology used and its impact as a self-reflection and assessment tool. Findings -The case study reveals the benefits of blended learning technologies but also a series of logistical, assessment-related, behavioural and technological issues and how these issues were addressed. The preliminary evidence from the online survey and student interviews suggests that the blended learning technologies have facilitated flexibility in assessment (both from a student and teacher perspective), student self-reflection and fairness in assessment practices. Originality/value -The study identifies the benefits of and likely issues facing educators when considering the deployment of blended learning technologies to teach and assess oral communication skills. The paper contributes to pedagogy by describing the innovative use of video cameras in assessing elevator pitches and extends the literature on video presentations in higher education, in particular, its positive influence on student self-reflection.

Implementing basic e-learning tools into an undergraduate taxation curriculum

“…Some of the advantages of the Blended Learning Theory are that it complies with the flexible learning needs of Millennial students (Aliotta et al, 2008;Dickfos et al, 2014); it opens up "in class/contact time" for effective facilitation of learning (Weil et al, 2014;Wong et al, 2014), and it assists to decrease the transactional distance between students and educators in large student groups (Chan and Lee, 2005).…”

“…Garrison and Kanuka (2004) reviewed a number of studies dealing with ICT integration, and they concluded that student performance either improved or remained the same after being exposed to a blended learning environment. Blended learning has been found to promote student-centred learning, decrease transactional distance between educators and students and to encourage wider student participation with the benefit of flexible learning, variety and adaptability (Aliotta et al, 2008;Chan and Lee, 2005;Weil et al, 2014;Dickfos et al, 2014;Wong et al, 2014;USA Department of Education, 2009;Bayerlein, 2015). Graham et al (2013) compiled the following framework to explain the concept of blended learning.…”

Contextualization of the Shane Theory and the Entrepreneurial Learning Model at University: A Narrative Method

“…Therefore, future research can be directed to this aspect. Dickfos, Cameron, and Hodgson (2014) stated that a blended learning approach that integrates theory and practice through a simulation aligns well with the needs of learners undertaking professional development. It is different from blended entrepreneurial learning that we have been proposed.…”

To Concur or Conquer? Redirecting [Vocational] Accounting Education

“…This means the introduction of non-rational aspects of accounting as well as means of edu cation. There are also discussions on the possibility to evoke spiritual consciousness through learning method by exercising emotion not just rationality (Triyuwono, 2010), to introduce feminism into accounting teaching (Andersen & Klamm, 2018;Aneswari & Musmini, 2017;Calabor et al, 2019;Dickfos et al, 2014;Setiawan et al, 2014;Stout, 2016). The notion of reintroducing love into accounting education is not new: "Accounting needs to get beyond the constraints that have been imposed on its language and take up the creative potential of poetry and emotion.…”