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Rapid developments in education technology have provided educators and students new options in a constantly changing, competitive teaching and learning environment. As the number of online teaching resources continue to increase, research into student attitudes toward traditional and online methods of delivery is important in order to determine whether the increased usage of technology in the curriculum has been beneficial to their learning. This paper investigates the student perceptions of these two methods of delivery in a first-year introductory accounting unit in a number of key areas. These include their perceptions of learning effectiveness, motivation and impact on assessment outcomes. The importance of social interaction and their preference for online learning is also covered. This preliminary analysis of student attitudes will determine whether there are statistically significant differences between face-to-face and online learning options and preference for online learning technology between gender groups. In addition, this paper investigates whether there are statistically significant relationships between face-to-face or online learning options and preference for online learning technology in gender groups. [ABSTRACT FROM AUTHOR]

Many universities, and other higher education institutions, have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. It does not follow, however, that merely defining a policy in this area will cause the desired result, as first the new ideas have to be adopted by all those involved. Many factors act to determine how online learning is accepted and how the balance between online and face-to-face delivery is formed. This paper investigates the factors that determine the way that online resources have been implemented in a core first-year accounting subject. The approach used is one involving actor-network theory because of the combinations of both human and non-human actors involved. In this paper, the main actors are identified, and we look at how their views of the value of each approach and their willingness to attempt to convince others of the ''rightness" of these views affects the outcome. [ABSTRACT FROM AUTHOR]