Student Perceptions of Learning Technologies in Introductory Accounting Courses

Authors

  • Lynn Carty University of Guelph
  • Ron Baker University of Guelph

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.

Author Biographies

  • Lynn Carty, University of Guelph
    Assistant Professor, Accounting Department of Business College of Management and Economics
  • Ron Baker, University of Guelph
    Associate Professor, Accounting Department of Business College of Management and Economics

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Published

2015-01-31

Issue

Section

Articles

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