The perception of blended learning in accounting module by MBA students

The change in information technology, the growth in using social media has transformed the way education can be delivered (Oblinger and Hawkins, 2005; Krasodomska 2012). There is an increasing expectation that Universities will integrate this innovation to enhance student learning. Implementation of new technologies, multimedia and using the Internet to improve learning quality has been stressed by European Commission (2001). This new resources create the opportunity to design wide variety of activities that can encrese students engagment and improve their learning (Deepwell and Malik, 2008; Conole et al., 2006; Sharpe et al., 2005). Unfortunatly Conole et al., (2008) emphasised that some student are not that enthusiastic about e-learning. He also stress that some students don’t have full understanding of e-learning technology and don’t recognise the potential and benefits of uisng technology support their learning (Creanor et al., 2006). Association to Advance Collegiate School of Business International (AACSB; 2007) indicates that business students’ should be gibenn the opportunity to experience various aspect of technologies as this will better prepare them for the workplace. Also, the American Institute of Certified Public Accountants (AICPA; 2006) express the opinion that Individuals seeking employment in the area of fiancé and accounting profession should be exposed to various technology tools. This paper will report some preliminary findings of MBA student perception of blended learning. The research investigates student attitudes towards blended learning and their evaluation of efficiency of this approach. The results will help identify those aspects of blended learning that are most helpful in supporting student learning. The analysis of student feedback will provide guidance on how online components can be developed further to create an efficient learning environment