PACE-IT: designing blended learning for accounting education in the challenging context of a global pandemic

ABSTRACT

This paper describes the design of a blended learning intervention to enhance the student learning experience, incorporating innovative technologies and pedagogies within introductory accounting. The design-based research (DBR) methodology involved 68 learners in the participatory design of the intervention across three design iterations. Emerging from the design process, a framework informed by the key themes of Pedagogy, Autonomy, Collaboration, Engagement, Interaction and Technology (PACE-IT) was conceptualised, tested and developed. This study presents the PACE-IT model which offers guidelines to practitioners who seek to design blended learning to provide students with a rich and meaningful learning experience. The emergence of COVID-19 underscores the relevance of these findings. PACE-IT provides direction to accounting educators working within an unfamiliar educational context, today and in the future, where there is an imperative to develop new approaches to accounting education that combine face-to-face with online interaction and learning.

KEYWORDS:

• Accounting education
• blended learning
• design-based research
• PACE-IT model
• introductory accounting

Disclosure statement

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

Author contributions

All authors contributed in the construction of this paper.

Notes

1 The ratio analysis continuous assessment task and associated grading rubric are available in the PhD thesis on which this paper is based (see Kelly, 2020).