Integrating a virtual learning environment into a second‐year accounting course: determinants of overall student perception

Abstract Rapid acceptance of, and changes in, information technology are revolutionizing the way educators teach and students learn. This study reports on the use of Blackboard as a tool for creating a virtual learning environment (VLE). Responses from undergraduate accounting students in New Zealand provide data on the use of the VLE as a learning aid. Findings suggest that the students have openly embraced the VLE and support its adoption by faculty members in other courses. However, students appear unwilling to actively participate in two‐way online activities. This has implications for faculty contemplating the adoption of a VLE in their courses.