Enhancing student engagement in large management accounting lectures

Frick, Hermann; Birt, Jacqueline; Waters, Jennifer A.

doi:10.1111/acfi.12318

Cited by 32 publications

(28 citation statements)

References 56 publications

(180 reference statements)

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“…To date, there is little research into the application of HyFlex to large classes where student engagement is a challenging pedagogical issue (Frick, Birt, & Waters, 2020). Furthermore, a recent review on student engagement (Bond, Buntins, Bedenlier, Zawachi-Richter, & Kerres, 2020) concluded that more research is needed to shed light on how the learning environment affects student engagement.…”

Section: Introductionmentioning

confidence: 99%

3-in-1 Hybrid Learning Environment

Hapke

Lee-Post

Dean

2020

Marketing Education Review

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We propose a learning innovation called 3-in-1 Hybrid environment as a solution for educational institutions to meet the challenge of balancing campus reopening against public health risks amid the COVID-19 pandemic. Our proposed innovation provides students options to attend class synchronously (either face-to-face or remote) or asynchronously (online) in an interactive learning environment that promotes emotional, behavioral, and cognitive engagement. We designed and implemented a large Marketing Management class with over 800 students as a 3-in-1 course. We examined its effectiveness in an empirical study and found that (1) students have a positive attitude toward 3-in-1 Hybrid learning; (2) they show a high level of synchronous attendance and a low number of missed quizzes and homework; and (3) their quiz performance is a strong mediator on the relationship between synchronous attendance and actual learning. Our study provides empirical evidence to support the promises of the proposed 3-in-1 Hybrid environment to address logistical and pedagogical challenges of student engagement in large class learning.

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Section: Introductionmentioning

confidence: 99%

3-in-1 Hybrid Learning Environment

Hapke

Lee-Post

Dean

2020

Marketing Education Review

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“…Although students may have different preferences for learning, it appears that combining the visual method of learning and graphical content may improve students' learning performance. This was also highlighted by Frick et al (2020) who noted that in traditional accounting courses, students take on the role of passive and anonymous recipients of knowledge. Thus, it was suggested that using online learning materials and systems, as in the context of blended learning, could enhance students' engagement and concentration.…”

Section: Application Of Online Component Of Blended Learning Among Accounting Studentsmentioning

confidence: 93%

Extrinsic and intrinsic motivation towards the online component of blended learning in accounting education: evidence from a Malaysian public university

Liu

Zainuddin

2021

QAE

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Purpose This study aims to explore the extrinsic and intrinsic motivational factors that affect accounting students’ acceptance behaviour towards the online component of blended learning (OCBL) in the context of COVID-19. Design/methodology/approach A sample of 354 accounting students from a Malaysian public university was selected. Confirmatory factor analysis, correlation and regression analysis and an independent sample t-test were used for data analysis. Findings The results showed that the predictor motivational variables in this study affected the acceptance behaviour of the participants except for perceived ease of use. Moreover, perceived value appeared to be the most influential factor. The results also indicated that postgraduates tend to accept the OCBL more than undergraduates. Research limitations/implications As the study participants were from only one public Malaysian university, generalisability is limited. In addition, this study only focussed on accounting students who were already enrolled in blended learning courses. Future studies could expand the population by considering those who have not signed up for such courses. Nevertheless, this study offers many theoretical and practical implications. Originality/value This study contributes to the OCBL literature, especially in accounting education, which was affected by the COVID-19 pandemic. It also offers practical suggestions for educational institutions and technology system designers to expand on the usage of OCBL and improve users’ acceptance of it.

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“…[10] The successful outcomes as a result of the implementation of such models in large introductory classes in higher education are well documented. [11,12] Seery has comprehensively reviewed flipped teaching in chemistry higher education and charted its evolution from teacher's intuition to an evidence-supported practice set within a theoretical framework of cognitive load theory and self-determination. [13] Eichler & Peeples carried out a comparison of the effects of 'flipped' and 'non-flipped' approaches to teaching general Chemistry courses.…”

Section: The Foundation Yearmentioning

confidence: 99%

Tailored Blended Learning for Foundation Year Chemistry Students

Chamberlain

Elford

Lancaster

et al. 2021

Chimia

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The chemistry foundation year at the University of East Anglia is a diverse cohort with a wide range of prior educational experience and confidence levels. A flexible learning program combining extensive online materials intended for asynchronous study and face to face peer instruction is provided. Study is divided into weekly topics. Students are directed to take a short introductory quiz at the beginning of the week, feedback on which allows them to tailor the extent of asynchronous learning to their own needs. All students attend a highly interactive synchronous teaching session which utilises active learning to develop their conceptual understanding. The week concludes with a reflective formative test. Measures of student activity on the online platform and audience response technology in the lecture theatre provide a quantitative picture of engagement with tailored blended learning, while semi-structured interviews provide qualitative insight into the student perception.

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Enhancing student engagement in large management accounting lectures

Cited by 32 publications

References 56 publications

3-in-1 Hybrid Learning Environment

3-in-1 Hybrid Learning Environment

Extrinsic and intrinsic motivation towards the online component of blended learning in accounting education: evidence from a Malaysian public university

Tailored Blended Learning for Foundation Year Chemistry Students

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