Integrating digital pedagogies into a typical student learning lifecycle and its effect on exam performance

ABSTRACT

The aim of this paper is to determine whether the integration of digital pedagogies into the entire student learning lifecycle can improve exam performance. Since the inception of the so-called internet age, the use of technology has been explored as a platform for knowledge transfer. In formal education, this phenomenon has prompted higher education institutions to enhance their teaching and learning practices by integrating digital pedagogies into their courses. Accounting education, however, has been criticised for lagging behind mainstream educational developments in this area. This study bridges this gap by assessing whether the integration of digital pedagogies into the entire student learning lifecycle improves exam performance. An exploratory sequential mixed methods design was used in order to build the digital pedagogy, which was co-constructed with students. The pedagogy was then implemented and tested. The findings revealed that the treatment group outperformed the control group in exam performance (p < 0.01). This article contributes to the existing body of knowledge on accounting education by presenting an approach to working together with students to co-construct and integrate digital pedagogies into the entire student learning lifecycle. The study also proves that this holistic approach of technology integration can be effective in improving student exam performance.

KEYWORDS:

• Accounting education
• blended learning
• education
• technology
• digital pedagogy
• accounting principles
• mixed methods research
• exploratory sequential Designs
• design-based research
• hierarchical multivariate regression

Disclosure statement

No potential conflict of interest was reported by the author(s).