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Integration of Virtual Teaching/Learning Environments in Higher Education for the Development of Formative Assessment in the Field of Accounting

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Abstract

So-called “virtual campuses” are mainly used by universities with “blended learning” systems, which involve a combination of face-to-face instruction and learning by digital means. “Blended learning” is at the heart of a transformation of the teaching/learning process in higher education, for it opens up the possibility of generating a community of inquiry and learning beyond the face-to-face classroom. The European Higher Education Area framework has given students the lead role in the new educational scenario in a model in which the use of information and communications technology along with active learning methodologies is facilitating competency-based learning, autonomous use of educational resources and collaborative work, as well as a development of formative assessment allowing for suitable assessment frequency and providing useful feedback, enhancing students’ motivation and academic performance.

This chapter presents an experience of educational innovation in Financial Accounting and describes the pedagogical design of a subject in “blended learning” format focussed on students’ learning activity and on a competency-based assessment strategy.

Keywords

  • Blended Learning
  • Learning-oriented Assessment
  • Management Assessment Model
  • Internal Strategic Decisions
  • WebQuest Activity

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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  • DOI: 10.1007/978-3-319-04825-3_3
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Fig. 3.1

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Correspondence to Adelaida Ciudad-Gómez .

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Ciudad-Gómez, A., Valverde-Berrocoso, J., Coca-Pérez, J.L. (2014). Integration of Virtual Teaching/Learning Environments in Higher Education for the Development of Formative Assessment in the Field of Accounting. In: Peris-Ortiz, M., Garrigós-Simón, F., Gil Pechuán, I. (eds) Innovation and Teaching Technologies. Springer, Cham. https://doi.org/10.1007/978-3-319-04825-3_3

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