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Case 4: Blended Learning in an Accounting Course ARTICLE


Quarterly Review of Distance Education Volume 4, Number 3, ISSN 1528-3518


Describes a large-enrollment accounting course at Brigham Young University (Utah). This case focuses on the possibility of using blended approaches to reduce faculty time, re-focus student time, and raise the possibility of using blended learning as a way to admit more students to an academic program. (MES)


Cottrell, D.M. & Robison, R.A. (2003). Case 4: Blended Learning in an Accounting Course. Quarterly Review of Distance Education, 4(3), 261. Retrieved November 18, 2018 from .

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Cited By

  1. Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

    Chi-Cheng Chang, Department of Technology Application and Human Resource Development National Taiwan Normal University; Kuen-Ming Shu, Department of Mechanical and Computer-aided Engineering National Formosa University; Chaoyun Liang, Department of Bio-Industry Communication and Development National Taiwan University; Ju-Shih Tseng & Yu-Sheng Hsu, Department of Technology Application & Human Resource Development National Taiwan Normal University

    The International Review of Research in Open and Distributed Learning Vol. 15, No. 2 (Apr 01, 2014)

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