This research was made possible by a Faculty Research Grant (2006) of $9500 awarded by the Faculty of Business and Law, Deakin University.
Blended Learning in Finance: Comparing Student Perceptions of Lectures, Tutorials and Online Learning Environments Across Different Year Levels*
Article first published online: 5 APR 2011
© 2011 The Economic Society of Australia
Economic Papers: A journal of applied economics and policy
Volume 30, Issue 1, pages 99–108, March 2011
How to Cite
Farley, A., Jain, A. and Thomson, D. (2011), Blended Learning in Finance: Comparing Student Perceptions of Lectures, Tutorials and Online Learning Environments Across Different Year Levels. Economic Papers: A journal of applied economics and policy, 30: 99–108. doi: 10.1111/j.1759-3441.2010.00094.x
- Issue published online: 5 APR 2011
- Article first published online: 5 APR 2011
- blended learning;
- face-to-face teaching;
- online teaching;
- student perception
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.