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Flipped v's traditional teaching perspectives in a first year accounting unit: an action research study


Williams, B and Horner, C and Allen, S, Flipped v's traditional teaching perspectives in a first year accounting unit: an action research study, Accounting Education, 28, (4) pp. 333-352. ISSN 0963-9284 (2019) [Refereed Article]

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Copyright 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Accounting Education on 24/04/2019, available online:

DOI: doi:10.1080/09639284.2019.1609536


With the need to move accounting students towards deeper learning approaches and understandings, this first cycle of an action research study sought to determine the studentís perspective of the flipped learning approach. With this learning approach gaining momentum in recent times, this study focuses on a first-year introductory accounting class in an undergraduate business degree. In making changes to the learning environment, we survey students and find that there are significant differences between the flexible student, that is, students that are already exposed in a limited way to this approach, and the face-to-face student. Results indicate further action research is required if the flipped learning approach is to be considered a serious teaching and learning contender for the first-year student.

Item Details

Item Type:Refereed Article
Keywords:flipped learning, accounting education, active learning, first year, accounting, action research
Research Division:Commerce, Management, Tourism and Services
Research Group:Accounting, auditing and accountability
Research Field:Accounting, auditing and accountability not elsewhere classified
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teaching and curriculum not elsewhere classified
UTAS Author:Williams, B (Associate Professor Belinda Williams)
UTAS Author:Horner, C (Dr Claire Horner)
UTAS Author:Allen, S (Mr Steve Allen)
ID Code:132082
Year Published:2019
Web of Science® Times Cited:16
Deposited By:TSBE
Deposited On:2019-04-18
Last Modified:2022-08-29
Downloads:27 View Download Statistics

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