A Blended Education Approach to Teaching Second-Level Accounting at the University of South Africa

P. Prinsloo and A.A. van Rooyen (South Africa)


Accounting, Blended distance education, Computer literacy


International trends in open and distance education herald the use of online technologies as essential for any distance education institution that wishes to remain relevant in an increasingly contested market. In the South African context, access to computerised environments is a contested and controversial issue. This paper reports on research undertaken to determine how many of the students who have registered for Accounting at second-year level at the University of South Africa (Unisa) would benefit from a blended education approach.

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