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Abstract

With the need to move accounting students towards deeper learning approaches and understandings, this first cycle of an action research study sought to determine the student’s perspective of the flipped learning approach. With this learning approach gaining momentum in recent times, this study focuses on a first-year introductory accounting class in an undergraduate business degree. In making changes to the learning environment, we survey students and find that there are significant differences between the flexible student, that is, students that are already exposed in a limited way to this approach, and the face-to-face student. Results indicate further action research is required if the flipped learning approach is to be considered a serious teaching and learning contender for the first-year student.

Item Type:	Article
Authors/Creators:	Williams, B and Horner, C and Allen, S
Keywords:	flipped learning, accounting education, active learning, first year, accounting, action research
Journal or Publication Title:	Accounting Education
Publisher:	Routledge
ISSN:	0963-9284
DOI / ID Number:	https://doi.org/10.1080/09639284.2019.1609536
Copyright Information:	Copyright 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Accounting Education on 24/04/2019, available online: http://www.tandfonline.com/10.1080/09639284.2019.1609536.
Related URLs:	Google Scholar: Horner, C UTAS Profile: Horner, C UTAS Profile: Allen, S
Item Statistics:	View statistics for this item

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