Literaturnachweis - Detailanzeige
Autor/inn/en | Van Niekerk, Marné; Delport, Marthinus |
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Titel | Evolving Flipped Classroom Design in a Cost/Management Accounting Module in a Rural South African Context |
Quelle | In: Accounting Education, 31 (2022) 5, S.567-595 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0963-9284 |
DOI | 10.1080/09639284.2022.2029748 |
Schlagwörter | Accounting; Rural Areas; Flipped Classroom; Teaching Methods; Action Research; Foreign Countries; Learner Engagement; Educational Benefits; Cognitive Style; Preferences; Academic Achievement; Student Motivation; Undergraduate Students; Intervention; Student Attitudes; Integrated Learning Systems; Homework; Feedback (Response); South Africa Abrechnung; Buchführung; Buchhaltung; Rural area; Ländlicher Raum; Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Ausland; Bildungsertrag; Cognitive styles; Kognitiver Stil; Schulleistung; Schulische Motivation; Schülerverhalten; Hausaufgabe; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | Capturing and maintaining students' attention in higher education has long been a focal point in research. This is especially true of accounting courses, for which many students lack the contextual knowledge and integration skills required to be successful, particularly among rural students. The flipped classroom has been poised as a possible solution to improving student engagement, since it optimises the classroom contact time, while providing opportunities for the integration and application of knowledge. However, various constraints might make it difficult to implement the flipped classroom design in rural contexts. The purpose of this study was to evaluate whether the flipped classroom design would be beneficial to students studying on a rural campus. A three-year action research design was used to evaluate learning preferences and students' academic performance. The results revealed a need for a contextualised flipped classroom design that can improve student engagement and academic performance in rural settings. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |