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

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  • Stephen A. Coetzee
  • Karin Leith
  • Astrid Schmulian

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.

Suggested Citation

  • Stephen A. Coetzee & Karin Leith & Astrid Schmulian, 2019. "Accounting students access to social media related resources and the risk of tacit social exclusion," Accounting Education, Taylor & Francis Journals, vol. 28(5), pages 465-483, September.
    • Handle: RePEc:taf:accted:v:28:y:2019:i:5:p:465-483
    DOI: 10.1080/09639284.2019.1641116
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M., 2020. "Accounting education literature review (2019)," Journal of Accounting Education, Elsevier, vol. 51(C).

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