Accounting students access to social media related resources and the risk of tacit social exclusion

Stephen A. Coetzee, Karin Leith and Astrid Schmulian

Accounting Education, 2019, vol. 28, issue 5, 465-483

Abstract: The use of social media platforms to facilitate teaching and learning requires resources (hardware and Internet access) to enable active student participation. Limited access to these resources may impair students’ learning and, should the students consequently fail to graduate, tacitly contribute to their social exclusion. The results of a survey amongst students at a South African university, identified statistically significant differences relating to hardware and Internet access between more affluent students, and lower income students. Using social media may, therefore, be countering the objective of widening the admissions to universities in South Africa as an attempt to address past exclusionary practices. This study raises awareness with instructors and administrators globally, about the risk of tacit social exclusion, as a result of the tools selected to facilitate learning.

Date: 2019
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/09639284.2019.1641116 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:accted:v:28:y:2019:i:5:p:465-483

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/RAED20

DOI: 10.1080/09639284.2019.1641116

Access Statistics for this article

Accounting Education is currently edited by Richard Wilson

More articles in Accounting Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().