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Computer-based courseware: a comparative review of the learner's experience

Author

Listed:
  • Christopher Mabey
  • Paul Topham
  • G. Roland Kaye

Abstract

A number of classifications have been developed for computer-mediated learning for accountants. In this paper a novel approach is taken by paying less attention to the content and more to the learner experience of such courses, and specifically their degree of control over the learning process. A framework is described for helping those with the responsibility for identifying and selecting computer-mediated learning courseware for accounting, finance and management training. The framework is based on the concept of making explicit the educational design of the learning programme and using this as an important criterion for choosing the most appropriate computermediated environment.

Suggested Citation

  • Christopher Mabey & Paul Topham & G. Roland Kaye, 1998. "Computer-based courseware: a comparative review of the learner's experience," Accounting Education, Taylor & Francis Journals, vol. 7(1), pages 51-64.
    • Handle: RePEc:taf:accted:v:7:y:1998:i:1:p:51-64
    DOI: 10.1080/096392898331306
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    Cited by:

    1. 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.
    2. Alison Lane & Mike Porch, 2002. "Computer Aided Learning (CAL) and its impact on the performance of non-specialist accounting undergraduates," Accounting Education, Taylor & Francis Journals, vol. 11(3), pages 217-233.

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