Using Colour-Coded Digital Annotation for Enhanced Case-Based Learning Outcomes

Autor/inn/en	Chiu, Cecilia; King, Robyn; Crossin, Corene
Titel	Using Colour-Coded Digital Annotation for Enhanced Case-Based Learning Outcomes
Quelle	In: Accounting Education, 32 (2023) 2, S.201-221 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2022.2041056
Schlagwörter	Case Method (Teaching Technique); Accounting; Business Administration Education; Visual Aids; Documentation; Color; Learner Engagement; Intervention; Undergraduate Students; Cognitive Processes; Difficulty Level + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Abrechnung; Buchführung; Buchhaltung; Anschauungsmaterial; Dokumentation; Colour; Farbbezeichnung; Farbe; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad
Abstract	Business cases are commonly adopted into the accounting curricula to promote deep learning. However, in practice, case-based learning is often ineffective without facilitation because of accounting students' strong surface-learning tendencies. This study investigates the case-based learning effect of colour-coded digital annotation (CCDA). CCDA requires students to highlight web-based text using prescribed colours and present case responses as annotated comments. Our findings indicate that students who adopt CCDA achieve greater improvement in case assessments. Consistent with findings in the technology-enhanced literature (TEL), CCDA provides greater benefits for students who engage more with the intervention. However, CCDA's effect on learning outcomes is not correlated with the self-reported learning experience. This study contributes to the literature and practice by presenting a cost-effective intervention to operationalise case-based learning in accounting education. (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	2024/1/01