Original Article
The impact of learner engagement on performance outcomes: a longitudinal study in accounting education
Vincent Bicudo de Castro,
Bhavani Sridharan,
Kim Watty,
Maryam Safari,
Corresponding Author
Vincent Bicudo de Castro
Department of Accounting, Deakin Business School, Deakin University, Geelong, VIC, Australia
Please address correspondence to Vincent Bicudo de Castro via email: v.bicudodecastro@deakin.edu.au
Search for more papers by this authorBhavani Sridharan
Australian Catholic University, East Melbourne, VIC, Australia
Search for more papers by this authorKim Watty
Department of Accounting, Deakin Business School, Deakin University, Geelong, VIC, Australia
Search for more papers by this authorMaryam Safari
School of Accounting, RMIT University, Melbourne, VIC, Australia
Search for more papers by this authorVincent Bicudo de Castro,
Bhavani Sridharan,
Kim Watty,
Maryam Safari,
Corresponding Author
Vincent Bicudo de Castro
Department of Accounting, Deakin Business School, Deakin University, Geelong, VIC, Australia
Please address correspondence to Vincent Bicudo de Castro via email: v.bicudodecastro@deakin.edu.au
Search for more papers by this authorBhavani Sridharan
Australian Catholic University, East Melbourne, VIC, Australia
Search for more papers by this authorKim Watty
Department of Accounting, Deakin Business School, Deakin University, Geelong, VIC, Australia
Search for more papers by this authorMaryam Safari
School of Accounting, RMIT University, Melbourne, VIC, Australia
Search for more papers by this authorThe authors gratefully acknowledge helpful comments and suggestions received from the editorial team and anonymous reviewers on earlier versions of the paper. Thanks to the participants at the RMIT Accounting Educators’ Conference 2017 for helpful comments. Project number 2017-051 was approved by the Deakin University Human Research Ethics Committee (DUHREC) on 22 March 2017.
Abstract
This study explores the efficacy of vodcasting, as one of the advanced means of lecture recording, and discussion forums using retrospective engagement analytics data and performance outcome data on 1,172 unique students. The results provide partial support for the research hypotheses, particularly for international students, with learner engagement as a strong predictor of enhanced performance outcomes. However, no support was found for domestic students, with no significant impact of engagement on performance outcomes. That is, learner engagement may be more beneficial for international students than for domestic students. The findings support the implementation of discussion forums for enabling meaningful conversation, knowledge acquisition and peer engagement. This could pave the way for a knowledge-sharing culture as opposed to a knowledge-hoarding culture. Overall, the findings offer insights for higher education providers who have large international student enrolments and are interested in diversity management strategies and enhanced student engagement using disruptive technology.
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