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Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?


Dowling, C and Godfrey, JM and Gyles, NAR, Do hybrid flexible delivery teaching methods improve accounting students' learning outcomes?, Accounting Education, 12, (4) pp. 373-391. ISSN 0963-9284 (2003) [Refereed Article]

DOI: doi:10.1080/0963928032000154512


This study investigates the association between the learning outcomes of students and two teaching models: a traditional face-to-face lecture/tutorial teaching model and a hybrid flexible delivery model. The hybrid flexible model is delivered using a combination of face-to-face seminars and electronic delivery and communication tools. It is found that academic performance is higher for students who studied under the flexible delivery model, achieved higher marks in prerequisite units, were female, or were younger. Evidence is provided that flexible delivery teaching models utilizing electronic delivery media can be used to achieve the benefits of small class sizes when teaching large student numbers. The results should be of interest to administrators and educators as they attempt to address the challenges of supplying tertiary education to an increasing number of students as well as meeting the perceived demand for flexible course delivery in a manner that can enhance students' learning outcomes. Carlin Dowling and Jayne Godfrey were staff members at the University of Tasmania when most of this research was completed. © 2003, Taylor & Francis Group, LLC.

Item Details

Item Type:Refereed Article
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:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Gyles, NAR (Mrs Nikole Gyles)
ID Code:28498
Year Published:2003
Deposited By:Accounting and Corporate Governance
Deposited On:2003-08-01
Last Modified:2004-03-24

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