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Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?

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  • Carlin Dowling
  • Jayne Godfrey
  • Nikole Gyles

Abstract

This study investigates the association between the learning outcomes of students and two teaching models: a traditional face-to-face lecture/tutorial teaching model and a hybrid flexible delivery model. The hybrid flexible model is delivered using a combination of face-to-face seminars and electronic delivery and communication tools. It is found that academic performance is higher for students who studied under the flexible delivery model, achieved higher marks in prerequisite units, were female, or were younger. Evidence is provided that flexible delivery teaching models utilizing electronic delivery media can be used to achieve the benefits of small class sizes when teaching large student numbers. The results should be of interest to administrators and educators as they attempt to address the challenges of supplying tertiary education to an increasing number of students as well as meeting the perceived demand for flexible course delivery in a manner that can enhance students' learning outcomes.

Suggested Citation

  • Carlin Dowling & Jayne Godfrey & Nikole Gyles, 2003. "Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?," Accounting Education, Taylor & Francis Journals, vol. 12(4), pages 373-391.
    • Handle: RePEc:taf:accted:v:12:y:2003:i:4:p:373-391
    DOI: 10.1080/0963928032000154512
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    References listed on IDEAS

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    1. Broad, M. & McDonald, A. & Matthews, M., 2000. "Acceptability of Accounting Learning and Teaching through the World Wide Web," Papers 00-159, University of Southampton - Department of Accounting and Management Science.
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    Cited by:

    1. Carlos J. Asarta & James R. Schmidt, 2013. "Student Choices of Reduced Seat Time in a Blended Introductory Statistics Course," Working Papers 13-14, University of Delaware, Department of Economics.
    2. Seung Jae Lee & Hyunae Lee & Taegoo Terry Kim, 2018. "A Study on the Instructor Role in Dealing with Mixed Contents: How It Affects Learner Satisfaction and Retention in e-Learning," Sustainability, MDPI, vol. 10(3), pages 1-16, March.
    3. Jackson, Mark, 2014. "Accounting “Boot Camp”," Journal of Accounting Education, Elsevier, vol. 32(1), pages 88-97.
    4. Crawford, Louise & Helliar, Christine & Monk, Elizabeth & Stevenson, Lorna, 2011. "SCAM: Design of a learning and teaching resource," Accounting forum, Elsevier, vol. 35(1), pages 61-72.
    5. McCarthy, Mary & Kusaila, Michelle & Grasso, Lawrence, 2019. "Intermediate accounting and auditing: Does course delivery mode impact student performance?," Journal of Accounting Education, Elsevier, vol. 46(C), pages 26-42.
    6. Jean Ingersoll Abbott & Barry R. Palatnik, 2018. "Students’ perceptions of their first accounting class: implications for instructors," Accounting Education, Taylor & Francis Journals, vol. 27(1), pages 72-93, January.
    7. Denis Are?an & Lauren?iu Gabriel ?îru, 2022. "Students satisfaction with the online teaching process," Academicus International Scientific Journal, Entrepreneurship Training Center Albania, issue 25, pages 184-193, January.
    8. Nia Love & Nadine Fry, 2006. "Accounting students' perceptions of a virtual learning environment: Springboard or safety net?," Accounting Education, Taylor & Francis Journals, vol. 15(2), pages 151-166.
    9. Keller, J. Howard & Hassell, John M. & Webber, Sally A. & Johnson, James N., 2009. "A comparison of academic performance in traditional and hybrid sections of introductory managerial accounting," Journal of Accounting Education, Elsevier, vol. 27(3), pages 147-154.
    10. Cherifa Benkaddour, 2023. "The Implementation of E-learning in Algeria during the COVID-19 Time: Case Study of Relizane Second-Year English Department Students of Master Degree," Scientia Moralitas Journal, Scientia Moralitas, Research Institute, vol. 8(2), pages 126-137, December.
    11. Debbie Delaney & Lisa McManus & Chew Ng, 2015. "First Year Accounting Students’ Perceptions Of Blended Learning," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 7(2), pages 9-23.

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