Published date: Mar 23 2020

Journal Title: KnE Social Sciences

Issue title: International Conference on Economics, Business and Economic Education 2019

Pages: 397–408

DOI: 10.18502/kss.v4i6.6615

Rediana Setiyaniredianasetiyani@mail.unnes.ac.id

Harnanik .

Susmy Lianingsih

Nurdian Susilowati

This paper examines the student engagement and learning experience in taxation course using blended learning. Blended learning is a combination of face-to-face learning experiences and online learning experiences which aim to complement each other in order to support and enhance student learning. This paper presents the research findings questionnaire surveys of students who currently study taxation courses. The questionnaire was developed and sent to all taxation undergraduate course in Faculty of Economics. Students find that blended learning gives greater flexibility of being able to complete assignments any place and any time. With the adoption of a wide range of delivery methods, blended learning can successfully improve students’ experience and enhance their engagement. It represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning “face to face”. “Face to face interaction” with students is important as students require reassurance and on-going support from lecturers. Providing training for students to use ELENA software in order to equip them to fully utilize blended learning is also essential. Finally, allocation of internet capacity and resources for the development and maintenance of ELENA is also key to its success.

Keywords: blended learning, student engagement, learning experience, taxation

[1] Trowler, V. (2010). Student Engagement Literature Review. Higher Education, (November), 1-15.

[2] Kuh, G. D. (2009). What Student Affairs Professionals Need to Know About Student Engagement. Journal of College Student Development, 50(6), 683-706

[3] Gunuc, S., & Kuzu, A. (2015). Student Engagement Scale: Development, Reliability and Validity. Assessment & Evaluation in Higher Education, 40(4), 587-610

[4] Bersin, Josh. (2004). The Blended Bearning Book:Best Bractices, Proven Methodologies, and Lessons Learned. San Francisco: Pfeiffer

[5] Garrison, D. R., & Vaughan, N. D. (2007). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: Jossey-Bass.

[6] Doolan, M. A., Thornton, H. A., & Hilliard, A. (2006). Collaborative learning: Using technology for fostering those valued practices inherent in constructive environments in traditional education. Journal for the Enhancement of Learning and Teaching, 3(2)

[7] Jennifer, Dickfos., Cameron Craig, Hodgson Catherine. 2014. Blended Learning: Making an Impact on Assessment and Self-Reflection in Accounting Education. Education + Training, Vol. 56 Issue: 2/3, pp.190-207, https://doi.org/10.1108/ET-09-2012-0087

[8] Martina A. Doolan. 2013. A Pedagogical Framework for Collaborative Learning in a Social Blended E- Learning Context “In Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies”. Cutting-edge Technologies in Higher Education, Volume 6G, 261–285. https://doi.org/10.1108/S2044-9968(2013)000006G012

[9] T. Van Oordt, Ingrid Mulder. (2016). mplementing basic e-learning tools into an undergraduate taxation curriculum. Meditari Accountancy Research, Vol. 24 Issue: 3, pp.341-367, https://doi.org/10. 1108/MEDAR-08-2015-0054

[10] Joanna Poon. 2012. Use of Blended Learning to Enhance the Student Learning Experience and Engagement in Property Education. Property Management, Vol. 30 Issue: 2, pp.129-156, https://doi. org/10.1108/02637471211213398

[11] Aleksander Aristovnik, Damijana Keržič, Nina Tomaževič, Lan Umek. (2016). Demographic Determinants of Usefulness of E-Learning Tools Among Students of Public Administration. Interactive Technology and Smart Education, Vol. 13 Issue: 4, pp.289-304, https://doi.org/10.1108/ITSE-09-2016-0033

[12] Veiga, F. H. (2013). Envolvimento Dos Alunos Na Escola: Elaboração De Uma Nova Escala De Avaliação. International Journal of Developmental and Educational Psychology, 1 (1), 441-449.

[13] Reeve, J., & Lee, W. (2013). Students’ Classroom Engagement Produces Longitudinal Changes in Classroom Motivation. Journal of Educational Psychology, 106 (2), 527-540.

[14] Harris, P., Connolly, J. and Feeney, L. (2009). Blended Learning: Overview and Recommendations for Successful Implementation. Industrial and Commercial Training, Vol. 41 No. 3, pp. 155-63.

[15] Thorne, Kaye. 2003. Blended learning: How to integrate online and Traditional Learning. London: Kogan Page Limited.

[16] Graham, C.R., Woodfield, W. and Harrison, J.B. (2013). A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education. The Internet and Higher Education, Vol. 18, pp. 4-14.

[17] Susilowati, Nurdian., and Latifah, Lyna. (2016). The Implementation Effect Blended Learning Approach on Accounting Knowledge and Generic Skills. Journal of Accounting and Business Education 1 (1), 66-76

[18] Upadhyaya, K.T. and Mallik, D. (2013). E-learning as a Socio-Technical System: an Insight Into Factors Influencing Its Effectiveness. Business Perspectives and Research, Vol. 2 No. 1, pp. 1-12.