Innovators to laggards – how South African students adopted and perceived technologically enhanced learning

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dc.contributor.author Beukes, Bernice
dc.contributor.author Kirstein, Marina
dc.contributor.author Kunz, Rolien
dc.contributor.author Nagel, Lynette
dc.date.accessioned 2019-03-07T09:05:44Z
dc.date.issued 2018
dc.description.abstract The purpose of this study is to determine whether the information and communication technology (ICT) adoption profiles of accounting students at a South African university influenced their perceptions of the usefulness of a technologically enhanced learning (TEL) opportunity. The findings suggest that the South African accounting students’ ICT adoption profiles differ from global profiles as their distribution curve is skewed to the left favouring ICT adoption. Statistically significant differences were noted between gender groups, but no culturally based digital divide emerged. Despite the differences noted, the majority of students, irrespective of ICT adoption profiles, their gender or population groups agreed that the learning value of an online simulation was more beneficial than traditional teaching methods. It can therefore be concluded that TEL opportunities, which add value to students’ learning experience, will be well received by students irrespective of their ICT adoption profiles. en_ZA
dc.description.department Auditing en_ZA
dc.description.embargo 2019-06-19
dc.description.librarian hj2019 en_ZA
dc.description.sponsorship The University of Pretoria under a Department of Higher Education Scholarship of Teaching and Learning Grant. en_ZA
dc.description.uri http://www.tandfonline.com/loi/raed20 en_ZA
dc.identifier.citation Bernice Beukes, Marina Kirstein, Rolien Kunz & Lynette Nagel (2018) Innovators to laggards – how South African students adopted and perceived technologically enhanced learning, Accounting Education, 27:5, 513-530, DOI: 10.1080/09639284.2017.1417875. en_ZA
dc.identifier.issn 0963-9284 (print)
dc.identifier.issn 1468-4489 (online)
dc.identifier.other 10.1080/09639284.2017.1417875
dc.identifier.uri http://hdl.handle.net/2263/68604
dc.language.iso en en_ZA
dc.publisher Routledge en_ZA
dc.rights © 2017 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in Accounting Education, vol. 27, no. 5, pp. 513-530, 2018. doi : 10.1080/09639284.2017.1417875. Accounting Education is available online at : http://www.tandfonline.comloi/raed20. en_ZA
dc.subject Digital divide en_ZA
dc.subject Information and communication technology (ICT) en_ZA
dc.subject Rogers diffusion of technology en_ZA
dc.subject Technologically enhanced learning (TEL) en_ZA
dc.subject Technology adoption en_ZA
dc.title Innovators to laggards – how South African students adopted and perceived technologically enhanced learning en_ZA
dc.type Postprint Article en_ZA


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