Student perceptions of e-learning components within a Masters level accounting module

This paper is located in the arena of Masters-level accounting module with sixty seven registered students in England. It is concerned with identifying and exploring students' perceptions of influences, both positive and negative, of three specific e-learning components upon their learning experiences. The components are vote clickers, digital ink applications, and lecturecasts. The findings inform educators and module designers in the pursuit of the development of new blended learning modules, against a backdrop of increasing student expectations, and particularly so in the context of the high level of fees for post-graduate programmes. Students surveyed total sixty seven with forty five responses (67.2%). Data are collected through an on-line survey. The survey questions are derived from two focus groups using semi-structured interviews, with the interview themes informed from a literature review. The students in the focus groups are also stratified representatively. Data are analyzed and explored using absolute and relative frequencies. The exploration generates findings suggesting the vote clickers and digital ink innovations are perceived as enhancing the learning experience, but with mixed perceptions regarding lecturecasts, with lessons for educators.