Received:
2026-01-11 | Accepted:
2026-03-16 | Published:
2026-03-30
Title
Enhancing student learning in accounting: bridging online and classroom education in a selected higher education institution in South Africa
Abstract
The research investigated methods to improve virtual and classroom-based accounting education by analysing student feedback on their learning experiences and the adaptation techniques they used. The study used narrative and semi-structured interviews with 12 final-year accounting students at a university implementing multimodal learning to explore their experiences and perceptions of online and face-to-face learning. The research showed that online learning provides students with flexibility and access to distant peers, yet creates difficulties with maintaining focus, engaging in social interaction, and coordinating group work. Students stressed that self-discipline, effective time management, and active participation in technological tools and support services lead to success. Students found that collaborative platforms, online simulations, and educational videos helped them better understand the material while working on projects. Students stressed that peer interaction and instructor engagement are vital to maintaining motivation and achieving academic success. The research found that blended learning, which combines the advantages of online and classroom instruction, produces the best results for student achievement, class participation, and overall learning satisfaction. The research suggests that students need help developing self-discipline and time management abilities, and that should be supported by better technological infrastructure, communication systems, and interactive teaching approaches to improve accounting education delivery methods.
Keywords
accounting education, students, blended and hybrid learning
JEL classifications
A20
URI
http://jssidoi.org/ird/article/245
DOI
Pages
174-188
Funding
This is an open access issue and all published articles are licensed under a
Creative Commons Attribution 4.0 International License
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