Monetary Valuations of University Course Delivery: The Case for Face-to-Face Learning Activities in Accounting Education

Autor/inn/en	Taplin, Ross; Kerr, Rosy; Brown, Alistair
Titel	Monetary Valuations of University Course Delivery: The Case for Face-to-Face Learning Activities in Accounting Education
Quelle	In: Accounting Education, 26 (2017) 2, S.144-165 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2016.1274913
Schlagwörter	Accounting; Business Administration Education; Synchronous Communication; Student Attitudes; Preferences; Tutorial Programs; Web Based Instruction; Lecture Method; Cost Effectiveness; Student Centered Learning; Undergraduate Students; Student Surveys; Regression (Statistics); Foreign Countries; Focus Groups; Australia + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Schülerverhalten; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Web Based Training; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülerbefragung; Regression; Regressionsanalyse; Ausland; Australien
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01