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Web conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education

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  • Stephen A. Coetzee
  • Astrid Schmulian
  • Rholé Coetzee

Abstract

This study explores undergraduate accounting students’ perceptions of web conferencing-based tutorials, in a developing country, South Africa. In addition, this study explores the effect of these tutorials on academic performance. Understanding the perceptions of students regarding the effectiveness of using web conferencing is both influential and critical to the success or failure of the integration of web conferencing in accounting education. In general, attendance of web conference-based tutorials was found to positively and statistically significantly impact the students’ academic performance, and the majority of the respondents agreed that regularly attending the web conferences and connecting with instructors improve their academic performance. These findings offer support for the continued use of web conferencing as a beneficial teaching and learning intervention. While this study is limited to a single site, the positive results of this study may encourage other instructors to explore web conferencing tutorials and enable subsequent multiple site investigations.

Suggested Citation

  • Stephen A. Coetzee & Astrid Schmulian & Rholé Coetzee, 2018. "Web conferencing-based tutorials: student perceptions thereof and the effect on academic performance in accounting education," Accounting Education, Taylor & Francis Journals, vol. 27(5), pages 531-546, September.
    • Handle: RePEc:taf:accted:v:27:y:2018:i:5:p:531-546
    DOI: 10.1080/09639284.2017.1417876
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    1. Karin Barac, 2015. "Helping Disadvantaged Students: Findings from the Thuthuka Programme," Accounting Education, Taylor & Francis Journals, vol. 24(2), pages 75-101, April.
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Hickey, Anna, 2019. "Accounting education literature review (2018)," Journal of Accounting Education, Elsevier, vol. 47(C), pages 1-27.

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