Blended Learning in Finance: Comparing Student Perceptions of Lectures, Tutorials and Online Learning Environments Across Different Year Levels*
Year: 2011
Type: article
Study design: Observational Study
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.
Authors: Alan Farley, Ameeta Jain, Dianne Thomson
Institutions: Victoria University, Deakin University
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1569018706