 Accounting students' perceptions of a virtual learning environment: Springboard or safety net?Nia Love and Nadine Fry Accounting Education, 2006, vol. 15, issue 2, 151-166 Abstract: This research study elicits students' perceptions of the extent to which a Virtual Learning Environment (VLE) supports, or indeed enhances, their learning experiences. A phenomenographic research study was conducted among first year, undergraduate accounting students at a UK business school that adopts the commercially provided VLE, Blackboard. Although the aim of using the VLE as a supplementary tool is to add value to the broader teaching-learning environment, the findings revealed that students perceived tutors to be using the VLE simply as an 'online textbook', resulting, at best, in the use of the VLE as a 'safety net'. The findings also suggested that taught sessions were perceived as adding little or no value to the VLE provision. By providing a clearer understanding of students' perceptions, this study enables tutors to review both their classroom and online provisions within Entwistle's (2003) conceptual framework to facilitate changes that would enrich the teaching-learning environment. Keywords: Phenomenography; accounting student perceptions; virtual learning environment; teaching-learning environment (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:accted:v:15:y:2006:i:2:p:151-166 Ordering information: This journal article can be ordered from DOI: 10.1080/06939280600609201 Access Statistics for this article Accounting Education is currently edited by Richard Wilson More articles in Accounting Education from Taylor & Francis Journals |
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