Blended Learning and Academic Engagement: The Case of Accounting Students at a South African University

Stephanie Venter ()
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Stephanie Venter: University of Johannesburg

A chapter in Embracing Technological Agility in Accounting and Business – Vol. 3, 2026, pp 275-286 from Springer

Abstract: Abstract Blended teaching environments have become the new norm, both internationally and in South Africa, combining the advantages of face-to-face instruction with the flexibility of online learning. Online learning offers numerous benefits, including self-paced study, interactive tools, and engaging multimedia content that caters to diverse learning styles. However, these benefits are accompanied by several challenges, such as limited access to technology, unstable internet connectivity, and high data costs. Varying levels of digital literacy and inconsistent motivation can also hinder the effectiveness of online learning. In accounting education, an observable mismatch is evident between the time lecturers spend designing and creating online content and the engagement students exhibit with it. The poor engagement also has an impact on the efficacy of face-to-face teaching. Contact sessions are built on the assumption and agreement that students engage with online content with the necessary care. The objective of this study is to explore the impact of engagement with online content on the results of BCom second-year students of the Department of Accountancy at the University of Johannesburg. This is done by understanding the blended learning landscape, considering its benefits and challenges and academic engagement will focus on drivers and the impact of engagement. For this quantitative research study, a sample of 712 was selected by means of purposive sampling from the population of undergraduate accounting students at the University of Johannesburg. For the 712 students from the convenience sample, regression analysis was done on the relationship between final module marks and physical class attendance, and the relationship between final module marks and performance as well as engagement with online objective tests. The results indicate that low engagement with online content strongly impacts performance. From the findings, this study recommends intentional and innovative design of learning content and consideration of students holistically to enhance blended teaching models.

Keywords: Blended learning; Hybrid learning; Academic engagement (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:spr:prbchp:978-3-032-13388-5_19

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DOI: 10.1007/978-3-032-13388-5_19

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