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Transition from classroom to Blended Online Asynchronous Learning

conference contribution
posted on 2023-05-23, 13:47 authored by Seedwell SitholeSeedwell Sithole
Online units of study are now an integral part of accounting education programs. Educators are increasingly becoming responsible for developing and teaching asynchronous online units, which can be challenging. This paper describes the transition of a blended working in professions unit by enhancing the blended materials using cognitive load theory (CLT) at an Australian university. Blended learning significantly reduces face-to-face instruction by integrating online learning experiences. To assess the perceptions of leaners on enhanced blended learning materials, survey data was collected, and student perception ratings were compared in blended learning environments incorporating CLT concepts and without CLT. Results show that student rated blended learning environments incorporating cognitive load theory (CLT) highly, thus empirically validating the use of CLT in accounting education. The article concludes with suggestions of how accounting educators can incorporate CLT into online accounting instruction.

History

Publication title

Accounting Educator's Conference 2018

Pagination

1-14

Department/School

TSBE

Publisher

RMIT

Place of publication

Melbourne

Event title

Accounting Educator's Conference 2018

Event Venue

RMIT University

Date of Event (Start Date)

2018-11-19

Date of Event (End Date)

2018-11-19

Rights statement

Copyright unknown

Repository Status

  • Restricted

Socio-economic Objectives

Learner and learning not elsewhere classified

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    University Of Tasmania

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