Satisfaction and learning outcomes from blended learning accounting studies in Greece

We examine the effect of blended learning on student satisfaction, student knowledge and student skills. We find that the social interaction (constructivist theory) among students that is being made available through technology (connectivism theory) leads to superior student satisfaction, student knowledge and student skills. These findings suggest that combining global experience and dynamics of blended learning, Greek educational system needs to further reform itself to achieve economies of scale and attract economic resources from around the globe. However, Greece needs to overcome its traditional resistance to educational reforms and particularly evaluation metrics. Also this study contributes to the scientific community by shedding light on the pedagogical approach of blended learning, which so far has not been adequately examined and there is a research gap, especially in Greek universities. In this way, it helps stakeholders (professors and students) understand the implications during its application.