Student Perceptions of Learning Technologies in Introductory Accounting Courses
Abstract
The past two decades have seen a dramatic increase in the development and use of various classroom technologies purported to enhance student learning. Accompanying this has been a large volume of studies aimed at assessing its effectiveness in classrooms from a variety of disciplines. The effectiveness of learning technologies, however, remains unclear. This study contributes to this discourse and the accounting education literature in particular by assessing student perceptions of the effectiveness of multiple technologies in an introductory management accounting course. Students were then asked to compare their experience in this course to that of the prerequisite introductory financial accounting course where no learning technologies are used. This study shows two learning technologies to be particularly effective. The study also shows, however, that traditional teacher-centred lecturing and practice problems are effective approaches to course delivery.Downloads
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2015-01-31
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The copyright for articles in this journal are retained by the aithor(s), with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use with proper attribution in educational and other non-commerical settings.How to Cite
Student Perceptions of Learning Technologies in Introductory Accounting Courses. (2015). The Accounting Educators’ Journal, 24. https://www.aejournal.com/ojs/index.php/aej/article/view/266