USING FLIPPED CLASSROOM APPROACH IN COMPUTERIZED ACCOUNTING EDUCATION

This study has explored student experiences in a setting where the “Bank Module,” a subject in computerized accounting education, was offered using flipped classroom approach. In this study, one of the qualitative research methods, simple descriptive research method, was utilized. The sample consisted of 12 students attending daytime or evening computerized accounting courses. The data, collected from face-to-face interviews with the students, were analyzed using content analysis. The results of the study show that, the activities increase in-class productivity, help save time and allow students to revise course content at a pace of their choice. As to the reasons for students to come to class prepared, they were content/technology/method that aroused interest, obligations imposed by the lecturer and the sense of responsibility for grasping the course content. Students considered the duration of video records to be sufficient and ideal; however, they experienced problems with connection, video resolution or Internet access. Finally, students suggested that flipped classroom activities might work well in other courses as well