Making Accounting Tutorials Enjoyable

Autor/in	Bargate, Karen
Titel	Making Accounting Tutorials Enjoyable
Quelle	In: Africa Education Review, 15 (2018) 1, S.224-238 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bargate, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1292827
Schlagwörter	Accounting; Tutorial Programs; Case Studies; Student Satisfaction; Intensive Language Courses; Qualitative Research; Student Experience; Semi Structured Interviews; Interaction; Barriers; Self Efficacy; Business Administration Education + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Case study; Fallstudie; Case Study; Intensivkurs; Sprachkurs; Qualitative Forschung; Studienerfahrung; Interaktion; Self-efficacy; Selbstwirksamkeit
Abstract	This paper emanates from a case study which focussed on 15 Managerial Accounting and Financial Management (MAFM) students' "enjoyment" of learning MAFM in an 18-week Writing Intensive Tutorial (WIT) programme. Interactive Qualitative Analysis (IQA) was used for the research design and as a data analysis tool. Following IQA protocols participants articulate their experiences of the programme and develop emergent categories of meaning, or affinities, and the relationship between the affinities. Of the nine affinities that were confirmed as describing students' experiences of learning in the WIT programme, this paper reports on the students' experiences of one of these affinities, "enjoyment." Participants said that they found the WIT programme enjoyable which made learning fun. MAFM tutorials were no longer perceived as dull and boring, but rather exciting and enjoyable. The awareness that higher education can be a fun learning environment impacted positively on students' experiences of learning MAFM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01