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Accounting students' perceptions of a virtual learning environment: Springboard or safety net?

Love, Nia; Fry, Nadine

Authors

Nia Love nia.love@uwe.ac.uk

Nadine Fry Nadine.Fry@uwe.ac.uk
Head of Department of Accounting, Economics and Finance



Abstract

This research study elicits students' perceptions of the extent to which a Virtual Learning Environment (VLE) supports, or indeed enhances, their learning experiences. A phenomenographic research study was conducted among first year, undergraduate accounting students at a UK business school that adopts the commercially provided VLE, Blackboard. Although the aim of using the VLE as a supplementary tool is to add value to the broader teaching–learning environment, the findings revealed that students perceived tutors to be using the VLE simply as an ‘online textbook’, resulting, at best, in the use of the VLE as a ‘safety net’. The findings also suggested that taught sessions were perceived as adding little or no value to the VLE provision. By providing a clearer understanding of students' perceptions, this study enables tutors to review both their classroom and online provisions within Entwistle's (2003) conceptual framework to facilitate changes that would enrich the teaching–learning environment. © 2006 Taylor & Francis.

Citation

Love, N., & Fry, N. (2006). Accounting students' perceptions of a virtual learning environment: Springboard or safety net?. Accounting Education, 15(2), 151-166. https://doi.org/10.1080/06939280600609201

Journal Article Type Article
Publication Date Jan 1, 2006
Journal Accounting Education
Print ISSN 0963-9284
Electronic ISSN 1468-4489
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 15
Issue 2
Pages 151-166
DOI https://doi.org/10.1080/06939280600609201
Keywords phenomenography, accounting student perceptions, virtual learning environment, teaching–learning environment
Public URL https://uwe-repository.worktribe.com/output/1038493
Publisher URL http://dx.doi.org/10.1080/06939280600609201