Enhancing Accounting and Finance Students' Awareness of Transferable Skills in an Integrated Blended Learning Environment

Autor/inn/en	Russo, Antonella; Warren, Liz; Neri, Lorenzo; Herdan, Agnieszka; Brickman, Karen
Titel	Enhancing Accounting and Finance Students' Awareness of Transferable Skills in an Integrated Blended Learning Environment
Quelle	In: Accounting Education, 31 (2022) 1, S.67-91 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2021.1961087
Schlagwörter	Blended Learning; Teaching Methods; Accounting; Writing Skills; Constructivism (Learning); Transfer of Training; Instructional Design; Student Characteristics; Student Attitudes; Undergraduate Students; Active Learning; Foreign Countries; Finance Occupations; Learning Theories; Learning Processes; Student Improvement; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Abrechnung; Buchführung; Buchhaltung; Writing skill; Schreibfertigkeit; Training; Transfer; Ausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Aktives Lernen; Ausland; Finanzbuchhalter; Learning theory; Lerntheorie; Learning process; Lernprozess; Großbritannien
Abstract	This research investigates students' transferable skills in an integrating blended learning environment, specifically addressing writing skills. Drawing on Biggs' application of constructivism theory, the study analyses students' characteristics, perception of the designed teaching methods, and confidence in their writing skills. The study context was a suite of accounting and finance programmes in the United Kingdom. 164 student participants answered questionnaires, from among whom focus group participants were organised. A mixed research method was adopted to clarify the drivers of the active learning process. The findings reveal that students' characteristics influence perceptions, and that a well-designed blended learning method can alter their perceptions and improve students' writing skills. The study contributes to the literature on blended learning by providing evidence of its positive impact on the students' learning process and performance. The findings encourage accounting educators to develop strategies to improve students' performance in transferable skills through an appropriate learning design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01