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Monetary valuations of university course delivery: the case for face-to-face learning activities in accounting education

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  • Ross Taplin
  • Rosy Kerr
  • Alistair Brown

Abstract

Student preferences for delivery options were obtained within a monetary framework by asking students to purchase their ideal course structure. Results show that accounting students prefer to spend more on tutorials but purchase less lecture time; the difference due to the higher cost of tutorials compared to lectures. Face-to-face classes were preferred to web-based materials. Within lectures and tutorials students prefer more time devoted to teacher-centred activities than student-centred activities. Monetary valuations, where students must take into account the cost of delivery as well as effectiveness, provide insights for teaching staff and administrators, who need to simultaneously enhance teaching and learning, satisfy student preferences and operate with limited resources. Online and/or student-centred learning may not be compatible with preferences of accounting students. Teachers need to balance calls to change educational delivery and learning activities with preferences of accounting students, or ensure they educate students on why non-preferred approaches are undertaken.

Suggested Citation

  • Ross Taplin & Rosy Kerr & Alistair Brown, 2017. "Monetary valuations of university course delivery: the case for face-to-face learning activities in accounting education," Accounting Education, Taylor & Francis Journals, vol. 26(2), pages 144-165, March.
    • Handle: RePEc:taf:accted:v:26:y:2017:i:2:p:144-165
    DOI: 10.1080/09639284.2016.1274913
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    Cited by:

    1. Pavel Hanuš, 2023. "Teaching accounting at a secondary school:Effectiveness of studying based on electronicresources and teacher personality [Výuka účetnictví na střední škole - efektivita studia z elektronických zdro," Český finanční a účetní časopis, Prague University of Economics and Business, vol. 2023(1), pages 25-33.
    2. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2018. "Accounting education literature review (2017)," Journal of Accounting Education, Elsevier, vol. 43(C), pages 1-23.
    3. repec:prg:jnlcfu:v:2023:y:2023:i:1:id:580 is not listed on IDEAS
    4. Gittings, Lara & Taplin, Ross & Kerr, Rosemary, 2020. "Experiential learning activities in university accounting education: A systematic literature review," Journal of Accounting Education, Elsevier, vol. 52(C).

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