An Evaluation of Undergraduate Students’ Online Assessment Performances

A. Flynn, F. Concannon, and M. Campbell (Ireland)


Blended Education, University Education, Formative and Summative Assessments, Learning Styles.


There is a trend in Irish universities to utilise the benefits of learning technologies as a mechanism to improve learning performance of students. While the technology to support blended learning is becoming more stable, there is a growing realisation that it is not just the technology itself that is valuable, but the means by which it is employed. This research tests the efficacy of a hybrid technology supported education model by examining undergraduate accounting students' online assessment performance in comparison to similar off-line assessments. Students' performance is then related to the frequency/time spent online and the student's preferred learning style.

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