Developing the Socio‐Political Skills of Accounting Students: A Mixed Synchronous and Asynchronous Learning Strategy

Abstract

The litmus test of asynchronous learning lies not in supporting small groups of elite groups, who are well endowed with computer and communications resources, but in providing for oversized classes, whose students are stretched by competing demands of work, family, and academic life, and who have — at best — modest experience and access to computer technology. This case study shows that a hybrid design — of synchronous and asynchronous methods — improves the quality of learning among large classes of undergraduate accounting students. Far from auguring the end of “education‐as‐we‐know‐it” (where a face‐to‐face community is replaced by a server‐in‐a‐box) this mixed strategy provides a useful tool in augmenting traditional learning methods.

Citation

Tinker is at, T. and Feknous, B. (2001), "Developing the Socio‐Political Skills of Accounting Students: A Mixed Synchronous and Asynchronous Learning Strategy", Pacific Accounting Review, Vol. 13 No. 1, pp. 19-32. https://doi.org/10.1108/eb037955