DOI: 10.5716/2251-1814_EeL69
Authors: Dr Alan Parkinson and Lynsie Chew
Abstract:
This paper is located in the arena of an undergraduate introductory-level accounting module in England. It should be viewed as the first stage in a subsequent more comprehensive study. It is concerned with identifying and exploring students’ perceptions of influences, both positive and negative, of e-learning components upon their learning experiences. The findings inform educators and module designers in the pursuit of the development of new blended learning modules, against a backdrop of increasing student expectations, and particularly so in the context of impending substantially increased student fees in England. The students, numbering twenty, involved are piloting a version of an existing module, with the pilot version incorporating use of a range of e-learning features including lecture-vidcasts, pod casts, and Moodle-based discussions. These module features are in addition to the conventional two hour lecture currently centered at the heart of the module delivery. The students are stratified in a manner which reflects the typical composition of the larger module cohort, which is usually well in excess of one hundred students. Data are collected through semi-structured interviews. The data are analyzed and explored using content analysis and laddering. The exploration generates findings suggesting i) all e-learning components are welcomed by students, although some are perceived to contribute more significantly than others; ii) there are differences between the perceptions which may be linked to student aspirations and motivations when studying the module; iii) there may be a gender divide with females displaying a reticence to engage with technology; iv) there may be a cultural divide with those from students from East Asia less inclined to engage in discussion activities.
Keywords: Accounting education, e-learning; curriculum evaluation; blended learning
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