Transforming a First-year Accounting Course Using a Blended Learning Pathway

Abstract

Aim/PurposeBlended learning can transform students experience and learning in higher education. Although the literature extensively explores benefits of blended learning, limited research exists to provide a detailed design principle for implementing instructional activities in blended courses and its usage as tool to influence learning outcomes for second language first year accounting learners. BackgroundThe objective of this study is to find out how the learning experience of students was impacted and by designing and implementing blended learning and connectivity between online and face-to-face learning. This paper reviews the challenges and benefits of blended learning and highlights teachers' and students' perceptions on the impact of the connectivity of online and face-to-face activities on students' learning. MethodologyData was collected from students enrolled in the course using an open-ended questionnaire. There were 220 respondents, representing a response rate of 65%. Data was extracted from the online learning data and grade center. Teachers' experiences and observations were also noted. The survey results were analyzed using content analysis. ContributionResearch focusing on blended learning design and implementation is limited, and there is no one size fits all when it comes to blended learning. Consequently, this paper contributes to the discussion by highlighting how second language, first-year accounting students benefit from blended learning and the connectivity between online and face-to-face activities. Increased flexibility for learners Future Research Future studies may carry out the study using other methods for example quantitative surveys and interviews to get a deeper understanding of both students and teachers' perceptions and experiences. Keywords learning management system, learning pathway, community of practice, independent learning, content analysis, second language learners BIOGRAPHIES Clara Nkhoma is an Associate Lecturer in accounting at RMIT University Vietnam. Her research interests include student engagement, accountability, performance management and ethics education. Clara can be reached at clara.nkhoma@rmit.edu.vn Dr. Mathews Z. Nkhoma is an Associate professor at RMIT University Vietnam. He holds a PhD in Information Security from University of East London, England. His major research topics are information systems security, information security investment model, ethical hacking, network defence, network security management and forensic computing. Mathews has international experience in teaching-leading Information systems and computer forensics courses in Africa, Europe, Middle East and Asia at both undergraduate and postgraduate levels. Mathews can be reached at mathews.nkhoma@rmit.edu.vn

In Search of Meaning about Digital Teaching and Learning: A Collective Reflections

“…The above statement is an input provided by Lecturer 6 on the benefits of Grade Center which mainly focus on the monitoring of students' assessments and performance. As stated in Nkhoma, Nkhoma, Thomas, Tu, and Le (2019) in their research, "The formative assessments were connected to the grade-center which allowed the teachers to identify who has and has not been doing their preparation and hence the teachers would encourage the students to be more prepared and use the online materials". Following this, students are made known about the available content for the planned lesson, which subsequently can be followed up via synchronous interactions.…”