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

Carlin Dowling · Jayne M. Godfrey · Nikole Gyles

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Abstract

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.

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2001Who Succeeds at University? Factors predicting academic performance in first year Australian university students 1993The process of learning 2018Accounting Information Systems 2013Rethinking University Teaching 2000The Use of Technology in the Delivery of Instruction: Implications for Accounting Educators and Education Researchers

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