Blended learning in Cost accounting 2 to support previously technologically challenged students

Abstract

Students at the chosen institution mostly come from rural areas and have limited experience with technology as a learning tool. Educational institutions are integrating technology into teaching, making the traditional chalk-and-talk approach less effective. The institution is integrating technology via blended learning, which merges online and in-person teaching. This involves modernizing classrooms with new teaching tools to facilitate a seamless transition. This study aimed to determine the necessary modifications in the Cost Accounting 2 course design to assist students who were previously disadvantaged in technology use, given that blended learning was the teaching approach. A quantitative approach was selected because it enables the distribution of surveys to the entire target group and minimizes sampling errors. Online Likert-scale surveys were used to collect data from participants, as they were an effective way to reach a large number of students. The survey link was shared with 400 registered students in the course, but only 110 responses were received. Most respondents believed that adding online exercises in Cost Accounting 2 helps them understand the material, similar to uploading notes and slides. Additionally, most respondents said that online content allows them to study at their own pace. Respondents also agreed that including videos in Cost Accounting 2 encourages deeper learning. The study concludes that the changes made have positively supported learning in Cost Accounting 2. However, more teaching methods are needed to successfully shift Cost Accounting 2 from traditional in person classes to a blended learning format.