Promoting Student Engagement Using Flipped Classroom in Large Introductory Financial Accounting Class

Wong, Evelyn Mei Ling; Li, Caroline Yap Yu; Deni, Ann Rosnida Md

doi:10.1145/3371647.3371658

Cited by 8 publications

(6 citation statements)

References 16 publications

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“…La literatura ha informado del uso del «flipped learning» en varias disciplinas, incluida la educación para medicina y otras ciencias de la salud (Betihavas et al, 2016;Chen et al, 2018;Hew & Lo, 2018;Koo et al, 2016;Meheta et al, 2013;Missildine et al, 2013;Sullivan, 2022;Tan et al, 2017;Ward et al, 2018), matemáticas (Algarni & Lortie-Forgues, 2023Coufal, 2014;Fornons & Palau, 2021;Lo & Hew, 2021;Lo et al, 2017), ingeniería (Awuor et al, 2022Karabulut-Ilgu et al, 2018;Lo, & Hew, 2019), inglés (Chen & Hwang, 2020), derecho (Ciudad-Gómez et al, 2019), empresa (Fang et al, 2021;Senali et al, 2022), economía mundial (Hernández-Nanclares & Pérez-Rodríguez, 2016;Pérez et al, 2019), física (Cuenca et al, 2021;Gosálbez-Carpena et al, 2022), deporte (Espada Mateos et al, 2020) o contabilidad (Bachiller & Badía, 2020;Duxbury et al, 2016;Ling et al, 2019).…”

Section: Revisión De La Literaturaunclassified

Flipped classroom in financial accounting: analysis of student perception

Ciudad Gómez

2024

JMBE

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In Higher Education and in Financial Accounting, we have designed an educational innovation, within a comprehensive learning approach, through the use of the "flipped classroom" methodology, "blended learning", e-rubrics, collaborative learning and self-assessment / Peer evaluation, guiding us towards a formative and shared evaluation, being implemented in "Financial Accounting III" during the 2020-2021 and 2021-2022 academic years. The purpose of this work is, within a «Design-Based Research» strategy, to explore the perception and satisfaction of the student with the «flipped classroom» methodology and if it differs according to the student's gender, an experience in the classroom where they participated 67 students, with a non-probabilistic sample of 39 students who completed the questionnaire hosted on the Moodle platform, an instrument with a reliability level of α= .940 (Cronbach's Alpha). For the analysis and discussion of the results, measures of central position and dispersion have been used, together with the Mann Whitney U statistic, showing the results a positive perception of the students towards the adopted methodology, without significant differences depending on their gender, a finding that provides support to higher education financial accounting professors interested in using the flipped classroom.

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Section: Revisión De La Literaturaunclassified

Flipped classroom in financial accounting: analysis of student perception

Ciudad Gómez

2024

JMBE

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“…Active learning is a teaching methodology that places the student at the center of the entire teaching and learning process, promoting greater involvement and participation in the process of acquiring knowledge [41]. Over time, a large diversity of active teaching and learning methodologies emerged that depart from the traditional method, from which we would like to highlight team-based learning [45], peer instruction [46], the flipped classroom [47,48], problem-based learning (PBL) [49] and project-based learning [47], and game-based learning or gamification [50,51].…”

Section: The Current Teaching and Learning Model In Higher-education ...mentioning

confidence: 99%

The Adequacy of Accounting Education in the Development of Transversal Skills Needed to Meet Market Demands

Carvalho

Almeida

2022

Sustainability

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With the ongoing digital transformation, accountants will need a more technological profile and greater mastery of transversal skills. In this context, higher education institutions (HEIs) assume a fundamental role, as they must adapt the teaching methodologies of accounting courses to meet new market demands. This study aims to identify the transversal skills most needed by accounting professionals to meet market demands and analyze the suitability of higher education in Portugal for the development of those skills. To this end, semi-structured interviews were carried out with people who directly or indirectly deal with accounting professionals and focus groups that included lecturers, students, and recent graduates. Conclusions indicate that communication is the most valuable transversal skill to respond to the new requirements of the profession, followed by being proactive, showing initiative, successful teamwork, and the ability to adapt to new contexts. Accountants are also required to invest more time in information and communication technologies (ICT) training. Evidence indicates that accounting education in Portugal does not seem to adequately prepare students with these skills, continuing to rely on traditional approaches to teaching and assessment.

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“…Although FC has been widely applied in various disciplines and has brought a positive impact in actively involving students in learning, the evidence of its effects on accounting students in the higher education is still very little (Ling et al, 2019;Lubbe, 2016). The literature review on the FC implementation in higher education in various themes and disciplines has been conducted, but the one that particularly provides a review in accounting has not been published yet.…”

Section: Purpose Of the Studymentioning

confidence: 99%

Flipped classroom in accounting courses: A systematic review

Nugraheni

Sukirno²,

Hendrowibowo³

et al. 2022

CJES

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Flipped classroom (FC) is one of the learning approaches that are currently being implemented in various fields of study in higher education because it has several advantages over traditional methods. However, the implementation of FC in accounting courses is still limited. This review aimed to investigate the FC implementation in accounting courses in higher education, particularly the reasons for implementing FC, the strategy and its impacts. The 15 articles reviewed were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram. The results indicated that the application of FC is motivated by problems that occur in accounting courses, the weaknesses of the method used, the desire to increase student learning experiences, and the potential offered by FC to improve accounting learning. The strategies used in implementing FC varied. FC had a positive impact on accounting learning and most students prefer this approach. FC is a recommended approach for accounting as an application-oriented course. Keywords: Accounting courses, flipped classroom, flipped learning, higher education, systematic review;

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Promoting Student Engagement Using Flipped Classroom in Large Introductory Financial Accounting Class

Cited by 8 publications

References 16 publications

Flipped classroom in financial accounting: analysis of student perception

Flipped classroom in financial accounting: analysis of student perception

The Adequacy of Accounting Education in the Development of Transversal Skills Needed to Meet Market Demands

Flipped classroom in accounting courses: A systematic review

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