Abstract
The aims of this study are twofold: first to examine student perception of a flipped online learning model used in accounting discipline between student perceptions and student’s seniority, achievements and experience in flipped learning. Second, to examine the effectiveness of flipped learning among students enrolling auditing paper. The data set used in this study was collected through a questionnaire survey on students' perceptions of flipped learning adopted from a previous study and students' performance report. An independent sample for equality of means was used to explore the possible association between the variables. The result indicates t students perceived online flipped learning is effective in the learning process. This study also found a significant difference in terms of online flipped learning effectiveness among junior and senior as well as between students who are experienced and non-experienced in flipped learning. This study also found a significant difference in the means subject’s achievements between the flipped classroom and the non-flipped classroom. This paper only examines students in their early years' tertiary education. As such, the result of the study is still premature to generalise the effectiveness of flipped learning in andragogy. Further investigation needs to be conducted among the various level of students in tertiary education to examine its effectiveness and challenges. The result of this paper is expected to provide a basis for the faculty and administrator to identify the current need of Melania students and their learning preference. It can also be used by the faculty to review or redesign their curriculum to meet the current information-seeking behaviour of the students. The traditional learning approach needs to be review to ensure the ability to achieve the cognitive, affective and psychomotor goal of education domain among Melania students.
Keywords: Accounting Education, Andragogy, Flipped learning, Online learning, Cloud-based learning
References
Albert, M., & Beatty, B. J. (2014). Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades. Journal of Education for Business. https://doi.org/10.1080/08832323.2014.929559
Beatty, B. J., & Albert, M. (2016). Student perceptions of a flipped classroom management course. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-09-2015-0069
Chaipidech, P., & Srisawasdi, N. (2016). Online technology-enhanced flipped learning for scientific inquiry laboratory: A comparison of students? Perceptions and engagement. ICCE 2016 - 24th International Conference on Computers in Education: Think Global Act Local - Workshop Proceedings.
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior. https://doi.org/10.1016/j.jneb.2014.08.008
Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2016.01.032
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a online technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education. https://doi.org/10.1007/s40692-015-0043-0
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education. https://doi.org/10.1080/00220480009596759
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education. https://doi.org/10.1016/j.compedu.2016.05.006
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education. https://doi.org/10.3928/01484834-20130919-03
Nouri, J. (2016). The flipped classroom: for active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-016-0032-z
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2015.02.002
Schlairet, M. C., Green, R., & Benton, M. J. (2014). The flipped classroom strategies for an undergraduate nursing course. Nurse Educator. https://doi.org/10.1097/NNE.0000000000000096
Sohrabi, B., & Iraj, H. (2016). Implementing flipped classroom using digital media: A comparison of two demographically different groups perceptions. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2016.02.056
Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12444