The Experience of Deep Learning by Accounting Students

Autor/inn/en	Turner, Martin; Baskerville, Rachel
Titel	The Experience of Deep Learning by Accounting Students
Quelle	In: Accounting Education, 22 (2013) 6, S.582-604 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2013.847323
Schlagwörter	Leitfaden; Unterricht; Lehrer; Transformative Learning; Learner Engagement; Constructivism (Learning); Critical Thinking; Undergraduate Students; Accounting; Phenomenology; Student Surveys; Focus Groups; Learning Processes; Formative Evaluation; Summative Evaluation; Intervention; Student Motivation; Assignments; Cooperative Learning; Foreign Countries; Questionnaires; Coding; New Zealand + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Pädagogische Transformation; Kritisches Denken; Abrechnung; Buchführung; Buchhaltung; Phenomenological psychology; Phänomenologie; Psychologie; Schülerbefragung; Learning process; Lernprozess; Schulische Motivation; Assignment; Auftrag; Zuweisung; Kooperatives Lernen; Ausland; Fragebogen; Codierung; Programmierung; Neuseeland
Abstract	This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third-year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how they learn. A key finding is that it is possible to support a large proportion of students to experience deep learning through use of individualised, authentic assessed learning tasks with regular formative and summative feedback as part of an integrated set of interventions. An implication of this study is the need to support accounting students to experience deep learning in first-year courses to enable them to develop personal capabilities in their later university studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01