Learning IFRS through MOOC: Student and Graduate Perceptions

Autor/inn/en	Ospina-Delgado, Julieth E.; García-Benau, María A.; Zorio-Grima, Ana
Titel	Learning IFRS through MOOC: Student and Graduate Perceptions
Quelle	In: Accounting Education, 30 (2021) 5, S.451-471 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ospina-Delgado, Julieth E.) ORCID (García-Benau, María A.) ORCID (Zorio-Grima, Ana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2021.1925131
Schlagwörter	Foreign Countries; Undergraduate Students; Student Attitudes; Financial Audits; Online Courses; Accounting; Business Administration Education; Gender Differences; Usability; Student Motivation; Colombia + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Online course; Online-Kurs; Abrechnung; Buchführung; Buchhaltung; Geschlechterkonflikt; Schulische Motivation; Kolumbien
Abstract	This paper provides an overview of the perceptions held by 623 Colombian students and graduates regarding the learning of IFRS through a MOOC. Data was collected through an online survey and the results were examined via factor analysis. Three main factors were identified: perceived utility; design; and disadvantages. Using multivariate techniques, significant differences regarding gender were found among the respondents' perceptions, women holding a more positive opinion towards learning IFRS via a MOOC. A logit model was implemented to determine how these factors could forecast the demand for an IFRS MOOC by respondents. The research findings deliver interesting insights, especially for researchers and providers of academic offerings in accounting education. This research enables the identification and further prediction of the most relevant features within an IFRS MOOC, considering the context of Southern American countries like Colombia where the training of IFRS via MOOC is not currently widespread. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01