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Enhancing student engagement in large management accounting lectures

Author

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  • Hermann Frick
  • Jacqueline Birt
  • Jenny Waters

Abstract

The education literature suggests a student‐focused teaching strategy to improve students’ engagement in a lecture. However, in traditional accounting lectures students take the role of passive and anonymous recipients of knowledge. This paper reports on two cycles of an action research project, developing and refining a blended learning model, with the purpose of enhancing students’ engagement in the lectures of a large management accounting course. Results of our study find that engagement was enhanced with the implementation of this model. This study contributes to the accounting education literature through reporting evidence from action research and the effective implementation of a blended learning model that accounting educators can use.

Suggested Citation

  • Hermann Frick & Jacqueline Birt & Jenny Waters, 2020. "Enhancing student engagement in large management accounting lectures," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 60(1), pages 271-298, March.
    • Handle: RePEc:bla:acctfi:v:60:y:2020:i:1:p:271-298
    DOI: 10.1111/acfi.12318
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    Cited by:

    1. Kumar Biswas & Sudipta Bose & Millicent Chang & Syed Shams, 2023. "Determinants and consequences of student satisfaction in Australian Universities: Evidence from QILT Surveys," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 63(2), pages 1821-1850, June.
    2. Dragomir, Voicu D. & Dumitru, Mădălina, 2023. "Two years into the COVID-19 pandemic: An analysis of learning outcomes and student engagement at an economics university," Journal of Accounting Education, Elsevier, vol. 65(C).

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