Pre-COVID-19 student perceptions on blended learning and flipped classroom in accountancy: a case study from two emerging UK HEIs

Abstract

Purpose

This study aims to explore the perceptions of accountancy students on the use of technology, blended learning and flipped classroom in two emerging UK higher education institutions (HEIs).

Design/methodology/approach

The primary data for the study were collected using a questionnaire survey and descriptively analysed.

Findings

The findings revealed that there is some use of technology in terms of the Blackboard and PowerPoint presentations but blogs and wikis have very limited use. An aspect that does not seem to be integrated fully yet is the use of blended technology and a flipped classroom.

Practical implications

The study findings offer a picture of how technology, blended learning and the flipped classroom technique were utilised with accountancy students prior to the coronavirus disease 2019 (COVID-19) pandemic. This information is valuable for accounting educators and by extension to other aspects of business studies disciplines in providing a comparison between the pre-COVID-19 scenario and the current one and thus enabling an evaluation of advancement in the application of these teaching strategies as a result of the pressure imposed by social distancing. Such intelligence will facilitate the identification of areas where enhancing learning outcomes has been possible and point to opportunities for improved student experience.

Originality/value

Where COVID-19 brought about significant structural change in teaching and learning in the HE environment, this study represents a pre-COVID-19 consideration of student perceptions on blended learning and flipped classroom. This study thus has the potential to anchor future relevant studies that consider the post-COVID-19 environment.

Citation

Sawan, N., Al-Hajaya, K., Salem, R.I.A. and Alshhadat, M. (2024), "Pre-COVID-19 student perceptions on blended learning and flipped classroom in accountancy: a case study from two emerging UK HEIs", Journal of Applied Research in Higher Education, Vol. 16 No. 2, pp. 597-609. https://doi.org/10.1108/JARHE-01-2023-0002