Enhancement of Social and Teamwork Skills Through Blended Learning Methodology in Accounting Studies (original) (raw)

How Accounting Students Perceived Towards Teamwork Skills

Journal of Education and Vocational Research, 2012

This study mainly research on soft skills pertaining Teamwork Skills. The main objective of this paper is to examine the relationship among all six dimensions of teamwork skills (coordination, decision making, leadership, interpersonal skills, adaptability and communication). Furthermore, the study is to investigate the different of perception toward teamwork skills (coordination, decision making, leadership, interpersonal skills, adaptability and communication) among final year accounting students. The study also shows main top important skills which are accounting knowledge, professionalism, oral communication, problem solving, time management, auditing, ability to memorize, work well with others, written communication, leadership ability, computers, economic, and the last is business law. In addition, the study shows the inter-correlation between six dimensions ranged from 0.836 to 0.943. The results also show a significant difference between female and male for leadership and ad...

Implementing team-based learning (TBL) in accounting courses

Accounting Education

Accounting education has been criticised for ill-equipping graduates for professional employment, with calls for accounting students to acquire a broader range of skills. Working in teams is an important employability skill, yet students generally have negative perceptions of group work. This paper describes a different approach to group work, team-based learning (TBL). Students of introductory accounting courses were organised into permanent strategic teams and worked on multiple team activities. We examined their perceptions of TBL as a key pedagogical component of their learning activities. Compared to a control sample, our findings suggest that the TBL experience improved some attitudes, particularly among quantitatively inclined students. After experiencing TBL, students believed their teamwork abilities had improved, particularly those related to cultural diversity. Students generally believed that their ability in performing the roles of task leader, socio-emotional leader, and information provider improved significantly, as did their preferences for performing the two leadership roles.

Implementation of Blended Learning in Public Sector Accounting Learning to Improve 21st Century Skills

Proceedings of the International Seminar on Business, Education and Science

This research is a classroom action research with the aim of evaluating the effectiveness of the implementation of blended learning in learning Public Sector Accounting to improve 21st century skills which are proxied by critical thinking skills for students. The design of this study used the research model of Suharsimi Arikunto's class action with three cycles. The research subjects were 27 students of the accounting department at the Faculty of Economics and Business, University of Nusantara PGRI Kediri who were taking the Public Sector Accounting course in the even semester of the 2021-2022 academic year. Research data were collected using instruments in the form of observation sheets and end of semester exam scores. After being given the action, the results show that the implementation of blended learning is effective for increasing critical thinking skills, it can also improve student learning achievement in Public Sector Accounting courses.

Blended Learning Implementation in Accounting Discipline

Advancing Technology and Educational Development through Blended Learning in Emerging Economies, 2014

This chapter examines the successful implementation of blended learning in an intermediate financial reporting course in a public university. The results of this study show that there is a significant difference between students completing the course through conventional learning and those completing the course via blended learning, with the later showing unfavourable results. The results in this study provide indication that for the students to perform well there is the need for them to be independent learners when studying using blended learning. However, the students believe that they could complete the course successfully regardless of whether they study the course through conventional learning or blended learning. Finally, the results show that academics are of the opinion that students should change their attitude to succeed. The academics further opined that the course and facilities need to be reviewed and upgraded to assist students in completing the course. The findings in this study provide some understanding of the implementation of blended learning in an intermediate financial reporting course.

Improving group work in accounting: a student perspective

WRITE-UP OF THE RESEARCH Professional and academic accounting associations internationally have through published reports and statements, made public their views of the desired profile of a professional accountant. One of the most interesting aspects to have arisen out of these statements is the increasing relevance given to a set of non-accounting capabilities and skills. The Accounting Education Change Commission's (AECC) Position Statement Number One (1990) suggests that, "To become successful, professionals accounting graduates must possess communication skills, intellectual skills and interpersonal skills." These interpersonal skills are defined as "... the ability to work effectively in groups and to provide leadership when appropriate." Issues surrounding the use of group work do not lie just within the boundaries of accounting education. Despite the inherent problems with group work previous research has recognized the need for this pedagogic approach...

Exploring a blended learning approach to improving student success in the teaching of second year accounting

Meditari Accountancy Research, 2007

Blended learning is the new buzzword in higher education. International trends in open and distance learning proclaim that the use of blended learning is essential for any distance education institution that wishes to remain relevant in an increasingly contested market. Blended learning refers to the use of a variety of technologies, pedagogies, contexts and delivery modes (such as online learning) to create a strategic mix that will increase student success. Online learning environments form a crucial part of any blended learning strategy. In the South African context, access to such online environments is a controversial issue.

A Blended Learning Approach to Teaching First Year Accounting

ICERI2010 Proceedings, 2010

This paper reports the findings of an empirical study of the adoption of a blended learning approach to teaching the first year accounting course at one of a large Australian universities. A pre and post survey questionnaire assessing student's views on this learning environment was administered in the first and final lecture of the course. It was found that students perceived greater benefits from the blended learning environment for immediate feedback, motivation for taking responsibility for their own learning and support for their learning style. Additionally, students perceived that the blended learning environment resulted in improved performance in the course, improved comprehension of basic accounting knowledge and assisted students to better understand the procedures, terms and principles of accounting. Results indicate that the blended learning environment adopted improves student learning outcomes, the overall satisfaction with the course and their overall performance.

Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment

Journal of University Teaching and Learning Practice

This research investigates how students used or “blended” the various learning resources, including people, while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which raised concerns that students were not managing their learning in this flexible, resource- and choice-rich environment. Students were surveyed to identify what resources and study approaches they relied on. The results showed that different students used resources and approaches in a diversity of ways to produce individual and distinctive “blends” even when several core strategies appeared to exist. This research demonstrates (1) that first-year students can choose and utilise resources in a great variety of ways when they control what and how they blend, and (2) the potential importance to students of genuine flexibility in how they interact with thei...

Exploring the Impact of Blended Learning on Learners' Academic Performance in Accounting

Background: Academic performance in Accounting in the EGCSE curriculum has been poor since 2012, hence the study explored the impact of blended learning on learners" academic performance in Accounting. The study sought to achieve and answer four objectives and research questions. It determined mean performance and difference in mean performance for the experimental and control group in the pre-test and post-test. It hypothesised that there was no significant difference in the mean performance for the two groups in both tests. Materials and Methods: The study was quantitative in nature and a quasi-experimental design was used. It involved Form 5 intact classes in two schools (selected on convenience and purposive). In School A (experimental group, n=12) learners were taught using blended learning method whilst in School B (control group, n=16) learners were taught using traditional method. Pre and post tests were used to gather data which were analysed using means, standard deviation, independent samples t-tests computed on SPSS 20. Results: The results showed a statistically significant difference (p=0.004, p>0.05) in the mean performance of the experimental and control group in the pre-test in favour of the control group. A significant difference (p=0.008, p>0.05) in the mean performance of the experimental and control group in the post-test in favour of the experimental group was also revealed. Conclusion:The study concluded that blended learning improves learners" academic performance in Accounting.

Developing teamwork skills in accounting students: is communication apprehension a potential barrier?

Revista de Contabilidad

Although research and pronouncements have identified the increased relevance of ‘soft’ skills for future professionals in accounting, graduates continue to exhibit deficiencies in those skills. Employers and practitioners emphasize that the dynamic business environment requires more than just technical knowledge; excellent teamwork, communication and analytical skills are also of paramount importance. Despite numerous attempts to improve teamwork skills there is evidence that the responses to the acknowledged deficiencies have not been successful and there is a lack of understanding about the constraints that could hinder the skills development. Some results point to anxiety towards communication as a reason for the unwillingness to interact in group situations and therefore as a constraint for skills development, although the connection between communication apprehension and development of teamwork skills has not been investigated. Therefore, the present study examines the relation...