Blended-learning vs. Traditional classroom settings: Analyzing students' satisfaction with inputs and learning processes in an MBA accounting course
We conducted a survey of MBA students in an accounting course at a state university located in the Northern United States. Students took a graduate accounting course either in a section that used a traditional classroom setting or a "blended-learning" delivery method. The latter approach primarily used online instruction, but had a limited number of in-class meetings during the semester. Students in the blended-learning class indicated that group work was more effective and more satisfying than did their counterparts in the traditional classroom setting. However, those in the traditional classroom setting were more satisfied with the amount and quality of interaction. These students also were more satisfied with the ability of the instructor to answer their questions and to demonstrate the material by working pertinent problems. Additionally, they were more satisfied with the instructor's management of in-class time. The results have implications for course design and suggest that both delivery methods can improve in effectiveness as technology advances. © Emerald Group Publishing Limited.
Advances in Accounting Education: Teaching and Curriculum Innovations
Chen, C., & Jones, K. (2007). Blended-learning vs. Traditional classroom settings: Analyzing students' satisfaction with inputs and learning processes in an MBA accounting course. Advances in Accounting Education: Teaching and Curriculum Innovations. Retrieved from https://ir.una.edu/abl_facpub/11