Open Access

Self-assessment via a blended-learning strategy to improve performance in an accounting subject

  • Vanesa Gámiz Sánchez1Email author,
  • Rosana Montes Soldado2 and
  • María Carmen Pérez López3
International Journal of Educational Technology in Higher Education201411:11020041

DOI: 10.7238/rusc.v11i2.2055

Received: 15 November 2013

Accepted: 15 February 2014

Published: 15 May 2014

Abstract

The General Accounting subject is on the curricula of five different bachelor’s degrees offered in the Faculty of Economics and Business at the University of Granada (UGR), Spain. In a coordinated way, all the lecturers involved in this subject have generated interactive materials and a methodology that allows students to undertake online self-assessment activities that are very similar to the final exam. Following a blended-learning methodology, General Accounting combines classroom education techniques with the use of information and communication technology (ICT) tools, and the students work to improve their grades. In the 2012/13 academic year, students on two of the degrees were consulted about their overall satisfaction with using this platform. From the results, we can highlight the positive appraisal of the interestingness and usefulness of activities on the platform. We also obtained a positive correlation between the students’ access to the activities and the grades obtained in them, and the final grades obtained in the subject.

Keywords

higher education blended-learning self-regulated learning Moodle self-assessment