An exploration of mobile learning in South African accounting classrooms: a case study
| dc.contributor.advisor | Louw, L. P. | en_ZA |
| dc.contributor.author | Faber, Martelize | en_ZA |
| dc.date.accessioned | 2019-12-05T11:33:38Z | |
| dc.date.available | 2019-12-05T11:33:38Z | |
| dc.date.issued | 2019-06 | |
| dc.description | Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2019 | en_ZA |
| dc.description.abstract | In this digital age, where mobile learning is being incorporated into teaching and learning, this research tries to explore the perceptions and experiences of teachers and learners on the use of mobile learning in South African high school accounting classrooms. Such a study is significant in order to see how mobile learning can enhance and improve the delivery of accounting so that learners will find the subject more enjoyable, develop their critical thinking abilities and understand the benefits of learning accounting at school level. The study is a case study of three high schools where the delivery of accounting as a school subject incorporates mobile learning. The main findings from the research provide evidence of the following: teachers and learners still do not realise the benefits of mobile learning; although mobile learning has the power to transform teaching and learning, many still think it is only a substitute for the traditional ways; although these learners are the generation that grew up with technology, one should not assume they know how to use it effectively for academic purposes; what will determine how effective mobile learning will be adopted into an accounting teacher’s teaching methods depends on the teacher’s attitude and willingness to adopt; and the resources and software available to high school accounting are not effectively being used. This contributes to both teachers’ and learners’ acceptance of mobile technology in accounting being low, mobile learning currently hindering the understanding of the subject and both learners and teachers not feeling confident in using mobile learning. This dissertation recommends that for mobile learning to have an impact on the teaching and learning practices of accounting, extensive and in-depth training for both teachers and learners are needed. More research on the use of mobile learning in high school accounting should be carried out. A great need for a more practical and relevant digitally enhanced curriculum exists. Such a curriculum should incorporate the appropriate software that is currently being used in the accounting workplace. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/10383 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Accounting | en_ZA |
| dc.subject | Accounting teacher | en_ZA |
| dc.subject | Accounting learner | en_ZA |
| dc.subject | Information and communications technology (ICT) | en_ZA |
| dc.subject | Mobile learning | en_ZA |
| dc.subject | Mobile technology | en_ZA |
| dc.subject | High school subject | en_ZA |
| dc.title | An exploration of mobile learning in South African accounting classrooms: a case study | en_ZA |
| dc.type | Dissertation | en_ZA |