Blended Learning in Finance: Comparing Student Perceptions of Lectures, Tutorials and Online Learning Environments Across Different Year Levels

Economic Papers, Vol. 30, No. 1, pp. 99-108, March 2011

10 Pages Posted: 29 Aug 2012

See all articles by Ameeta Jain

Ameeta Jain

Deakin University - Faculty of Business and Law

Alan Farley

Independent

Dianne Thomson

Deakin University - School of Accounting, Economics and Finance

Date Written: March 28, 2011

Abstract

In modern pedagogy, a blended approach is used comprising both face-to-face and online learning. This study investigates how undergraduate students majoring in finance view the different learning environments, and evaluates the changes in perception over the three years of the degree after controlling for gender, age, international ⁄ domestic student and English as a first language. Using a purpose designed survey instrument, students across the three years of undergraduate study rated the importance of lectures, tutorials and web-based learning environments in a blended learning model. The results indicate that there is still a strong preference for face-to-face learning. Additionally, there were significant differences in attitudes and perception by year level.

Keywords: blended learning, face-to-face teaching, online teaching, student perceptions

Suggested Citation

Jain, Ameeta and Farley, Alan and Thomson, Dianne, Blended Learning in Finance: Comparing Student Perceptions of Lectures, Tutorials and Online Learning Environments Across Different Year Levels (March 28, 2011). Economic Papers, Vol. 30, No. 1, pp. 99-108, March 2011, Available at SSRN: https://ssrn.com/abstract=2137973

Ameeta Jain (Contact Author)

Deakin University - Faculty of Business and Law ( email )

Burwood, Victoria 3215
Australia

Alan Farley

Independent

Dianne Thomson

Deakin University - School of Accounting, Economics and Finance ( email )

221 Burwood Highway
Burwood, Victoria 3215
Australia

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