Blended learning in finance : comparing student perceptions of lectures, tutorials and online learning environments across different year levels

Farley, Alan, Jain, Ameeta and Thomson, Dianne 2011, Blended learning in finance : comparing student perceptions of lectures, tutorials and online learning environments across different year levels, Economic papers, vol. 31, no. 1, pp. 99-108.

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Title Blended learning in finance : comparing student perceptions of lectures, tutorials and online learning environments across different year levels
Author(s) Farley, Alan
Jain, Ameeta
Thomson, Dianne
Journal name Economic papers
Volume number 31
Issue number 1
Start page 99
End page 108
Publisher Wiley-Blackwell Publishing Asia
Place of publication Richmond, Vic
Publication date 2011-03
ISSN 0812-0439
1759-3441
Keyword(s) blended learning
face-to-face teaching
online teaching
student perception
Summary In modern pedagogy, a blended approach is used comprising both face-to-face and online learning. This study investigates how undergraduate students majoring in finance view the different learning environments, and evaluates the changes in perception over the three years of the degree after controlling for gender, age, international/domestic student and English as a first language. Using a purpose designed survey instrument, students across the three years of undergraduate study rated the importance of lectures, tutorials and web-based learning environments in a blended learning model. The results indicate that there is still a strong preference for face-to-face learning. Additionally, there were significant differences in attitudes and perception by year level.
Language eng
Field of Research 130103 Higher Education
130203 Economics, Business and Management Curriculum and Pedagogy
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2011, Wiley-Blackwell Publishing Asia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30035835

Document type: Journal Article
Collections: Faculty of Business and Law
School of Accounting, Economics and Finance
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