Literaturnachweis - Detailanzeige
| Autor/in | Wynder, Monte |
|---|---|
| Titel | Visualising Accounting Concepts: Insights from Cognitive Load Theory for English as a Second Language Students |
| Quelle | In: Accounting Education, 27 (2018) 6, S.590-612 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0963-9284 |
| DOI | 10.1080/09639284.2017.1361847 |
| Schlagwörter | Foreign Countries; Visualization; Accounting; Cognitive Processes; Difficulty Level; Second Language Learning; English Language Learners; Multimedia Instruction; Foreign Students; Computer Assisted Instruction; College Students; Australia |
| Abstract | Visualisations, in the form of Multimedia Digital Learning Objects (MDLOs), offer accounting educators potential efficiency in the creation of effective learning materials. Cognitive Load Theory (CLT) can guide instructional design by providing a theoretical framework to help the educator understand the mental processes involved in learning. Recognising the linguistic and cultural differences of international students for whom English is a Second Language (ESL) helps sensitise the educator to the additional cognitive demands that these students face. Visualisations offer a powerful way to increase the efficiency for ESL students' learning. This paper describes CLT and uses it as a theoretical model to ex-post evaluate the initial introduction of MDLOs, and then to inform and evaluate the modification of those MDLOs. This paper responds to Mostyn's (2012) call [Cognitive load theory: What it is, why it's important for accounting instruction and research. "Issues in Accounting Education", 27(1), 227-245] for accounting educators to recognise the insights of CLT. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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