Students' Perceptions of a Scaffolded Approach to Learning Financial Planning: An Empirical Study

Autor/inn/en	Cull, Michelle; Davis, Glenda
Titel	Students' Perceptions of a Scaffolded Approach to Learning Financial Planning: An Empirical Study
Quelle	In: Accounting Education, 22 (2013) 2, S.125-146 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2012.755007
Schlagwörter	Foreign Countries; Undergraduate Students; Student Attitudes; Accounting; Money Management; Scaffolding (Teaching Technique); Educational Benefits; Learning Experience; Knowledge Level; Skill Development; Student Surveys; Demography; Likert Scales; Age Differences; Gender Differences; Languages; Foreign Students; Full Time Students; Part Time Students; Work Experience; Finance Occupations; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Abrechnung; Buchführung; Buchhaltung; Bildungsertrag; Lernerfahrung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerbefragung; Demografie; Likert-Skala; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Language; Sprache; Vollzeitstudium; Part-time students; Teilzeitstudent; Employment experience; Job experience; Occupational experience; Berufserfahrung; Finanzbuchhalter; Statistische Analyse; Australien
Abstract	In the aftermath of the global financial crisis (GFC), one understandable area of scrutiny and pressure for reform is the educational background and professionalism of personal financial advisers. This Australian study reports on a three-year investigation into students' perceptions of "scaffolded" instruction in financial planning. The scaffolded approach was used to assist learning in areas that previously had caused difficulty. The results indicate that students perceived the scaffolded tasks to be valuable learning experiences which increased their appreciation of the skills and knowledge required by financial advisers. Although students may bring different frames of reference to their learning, and the positiveness of perceived value of scaffolded instruction may vary between different demographic groupings, scaffolding techniques are shown to provide strong potential to assist university educators and their students in financial planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01