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Enhancing blended learning materials using cognitive load theory


Sithole, STM, Enhancing blended learning materials using cognitive load theory, Journal of Modern Accounting and Auditing, 15, (1) pp. 40-53. ISSN 1935-9683 (2019) [Refereed Article]


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Copyright 2019 David Publishing Company. Licensed under Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

DOI: doi:10.17265/1548-6583/2019.01.004


Online units of study are now an integral part of accounting education programs. Educators are increasingly becoming responsible for developing and teaching asynchronous online units, which can be challenging. This paper describes the transition of a blended working in professions unit by enhancing the blended materials using cognitive load theory (CLT) at an Australian university. Blended learning significantly reduces face-to-face instruction by integrating online learning experiences. To assess the perceptions of learners on enhanced blended learning materials, survey data were collected and student perception ratings were compared in blended learning environments incorporating CLT concepts and without CLT. Results show that student rated blended learning environments incorporating CLT highly, thus empirically validating the use of CLT in accounting education. The article concludes with suggestions of how accounting educators can incorporate CLT into online accounting instruction.

Item Details

Item Type:Refereed Article
Keywords:accounting, accounting education, asynchronous, blended learning, online
Research Division:Commerce, Management, Tourism and Services
Research Group:Accounting, auditing and accountability
Research Field:Financial accounting
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in commerce, management, tourism and services
UTAS Author:Sithole, STM (Dr Seedwell Sithole)
ID Code:130803
Year Published:2019
Deposited By:TSBE
Deposited On:2019-02-13
Last Modified:2020-07-29
Downloads:74 View Download Statistics

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