Jennifer Dickfos

Blended Learning: making an impact on assessment and self-reflection in accounting education

Purpose – The purpose of this paper is to describe the evolution of a blended learning strategy in a company law course for accounting students and to evaluate its impact on assessment and student self-reflection. Design/methodology/approach – A case study approach is used to describe the development of blended learning technologies within an elevator pitch assessment item in four cohorts over a two-year period. This is complemented by teacher observations, an online survey and student interviews to evaluate the assessment item, the technology used and its impact as a self-reflection and assessment tool. Findings – The case study reveals the benefits of blended learning technologies but also a series of logistical, assessment-related, behavioural and technological issues and how these issues were addressed. The preliminary evidence from the online survey and student interviews suggests that the blended learning technologies have facilitated flexibility in assessment (both from a student and teacher perspe...

Peer Review of Teaching Law to Business Students in Traditional and Flipped Lecture Environments

Legal education presents a formidable challenge for both business students and their teachers. Unlike their law colleagues, the business student generally has no intention of studying the law. In fact the student may only study one introductory law course within their entire business program of study. The law represents a new language that the student must somehow grasp in the space of one semester, not within the duration of a multi-year law program of study.