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Perceptions of the Usefulness of Virtual Learning Environments in Accounting Education: A Comparative Evaluation of Undergraduate Accounting Students in Spain and England

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  • Rosario L�pez Gavira
  • Kamil Omoteso

Abstract

As the power of the virtual world continues to manifest itself in people's quality of life and capabilities (including learning), this paper aims to assess accounting students' perceptions of the usefulness of Virtual Learning Environments (VLE) to their learning experiences. It also considers the factors that may influence students' preferences for the VLE compared to face-to-face learning. The study administered a structured questionnaire to final-year undergraduate accounting students in two universities, one in Spain and the other in England, and applied t -test, correlation and factor analyses. Although the results show that students from both countries find VLE tools and techniques useful for their learning, within the frame of the contingency theory of education, the study found that students' perceptions of the usefulness of VLEs are strongly dependent upon their country of study, due to the significant differences between Spanish and English students in five of the seven VLE contextual factors.

Suggested Citation

  • Rosario L�pez Gavira & Kamil Omoteso, 2013. "Perceptions of the Usefulness of Virtual Learning Environments in Accounting Education: A Comparative Evaluation of Undergraduate Accounting Students in Spain and England," Accounting Education, Taylor & Francis Journals, vol. 22(5), pages 445-466, October.
    • Handle: RePEc:taf:accted:v:22:y:2013:i:5:p:445-466
    DOI: 10.1080/09639284.2013.814476
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    Cited by:

    1. Jacob Peng & Ira Abdullah, 2018. "Building a market simulation to teach business process analysis: effects of realism on engaged learning," Accounting Education, Taylor & Francis Journals, vol. 27(2), pages 208-222, March.
    2. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2015. "Accounting education literature review (2013–2014)," Journal of Accounting Education, Elsevier, vol. 33(2), pages 69-127.

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