Investigating the diversity of student experiences in blended learning in accounting education: a cluster analysis

This study investigates the diversity of student experiences in blended learning environments in accounting education, identifying three distinct student clusters based on their perceptions of teaching, social, and cognitive presences. These clusters are: (i) ‘Teacher-Centred Learning Cluster’, featured by above-average levels of teaching and social presences; (ii) ‘Self-Directed Learning Cluster’, characterised by high levels of social and cognitive presence; and (iii) ‘Minimal Engagement Cluster’, showing below-average levels in teaching, social, and cognitive presences. Data collected from 281 UK accounting students indicates no gender differences among clusters, but significant differences in age, computer proficiency, and perceived learning outcomes. Specifically, Cluster 2 ‘Self-Directed Learning Cluster’ reported the highest levels of self-perceived learning and course satisfaction. The paper concludes with recommendations for educators to guide students towards Cluster 2.