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This study investigates the association between the learning outcomes of students and two teaching models: a traditional face-to-face lecture/tutorial teaching model and a hybrid flexible delivery model. The hybrid flexible model is delivered using a combination of face-to-face seminars and electronic delivery and communication tools. It is found that academic performance is higher for students who studied under the flexible delivery model, achieved higher marks in prerequisite units, were female, or were younger. Evidence is provided that flexible delivery teaching models utilizing electronic delivery media can be used to achieve the benefits of small class sizes when teaching large student numbers. The results should be of interest to administrators and educators as they attempt to address the challenges of supplying tertiary education to an increasing number of students as well as meeting the perceived demand for flexible course delivery in a manner that can enhance students' learning outcomes.
Acknowledgements
Comments from Peter Collett, Paul deLange, Steven Fraser, Kathy Gibson, Sue Hrasky, and participants at the 2002 Australian Accounting Association of New Zealand Conference, Perth and seminars at the University of Tasmania and the University of Melbourne are gratefully acknowledged. We thank Adriana Siely for data collection assistance. The authors acknowledge funding from a research grant provided by the School of Accounting & Finance, University of Tasmania, and from a special Flexible Delivery Development grant provided to the School of Accounting & Finance from the University of Tasmania.