Flipped V's Traditional Teaching Perspectives in a First Year Accounting Unit: An Action Research Study
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| Title: | Flipped V's Traditional Teaching Perspectives in a First Year Accounting Unit: An Action Research Study |
|---|---|
| Language: | English |
| Authors: | Williams, Belinda, Horner, Claire, Allen, Stephen |
| Source: | Accounting Education. 2019 28(4):333-352. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Accounting, Action Research, Blended Learning, Student Attitudes, Introductory Courses, Undergraduate Students, Business Administration Education, Educational Change, Conventional Instruction, Student Characteristics, Learning Processes, Learning Experience, Comparative Analysis |
| DOI: | 10.1080/09639284.2019.1609536 |
| ISSN: | 0963-9284 |
| Abstract: | With the need to move accounting students towards deeper learning approaches and understandings, this first cycle of an action research study sought to determine the student's perspective of the flipped learning approach. With this learning approach gaining momentum in recent times, this study focuses on a first-year introductory accounting class in an undergraduate business degree. In making changes to the learning environment, we survey students and find that there are significant differences between the flexible student, that is, students that are already exposed in a limited way to this approach, and the face-to-face student. Results indicate further action research is required if the flipped learning approach is to be considered a serious teaching and learning contender for the first-year student. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1221542 |
| Database: | ERIC |
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