Building graduate attributes using student-generated screencasts (original) (raw)
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In recent years educational, industry and government bodies have placed increasing emphasis on the need to better support the development of " soft " skills or graduate attributes within higher education. This paper details the adoption of a student-generated multimedia screencast assignment that was found to address this need. Implemented within a large introductory accounting subject, this optional assignment allowed undergraduate students to design, develop and record a screencast so as to explain a key accounting concept to their peers. This paper reports on the trial, evaluation and redesign of this assignment. Drawing on data from student surveys, practitioner reflections and descriptive analysis of the screencasts themselves, this paper demonstrates the ways that the assignment contributed to the development and expression of a number of graduate attributes. These included the students' skills in multimedia, creativity, teamwork and self-directed learning. Adopting free-to-use software and providing a fun and different way of learning accounting, this novel approach constitutes a sustainable and readily replicable way of supporting graduate attribute development. This paper contributes understandings that will be relevant to both researchers and practitioners.
Graduate Attributes and Skills: Are we as accounting academics delivering the goods?
In the last decade the development of appropriate skills and attributes in students set to enter the accounting profession has been the subject of many debates. Accounting academics have a leading role to play in this process. This study investigates what attributes and skills accounting academics perceive should be developed during an undergraduate course, and compares this to skills and attributes that they believe are being developed. Results reveal that there is a large discrepancy between the two.
Implications of student-generated screencasts on final examination performance
While educational technologies can play a vital role in students' active participation in introductory accounting subjects, learning outcome implications are less clear. We believe this is the first accounting education study examining the implications of student-generated screencast assignments. We find benefits in developing the graduate attributes of communication, creativity and multimedia skills, consistent with calls by the profession. Additionally, we find improvement in final examination performance related to the assignment topic, notably in lower performing students. The screencast assignment was optional, and the findings suggest a tailored approach to assignment design related to students' developmental needs is appropriate.
Using instructor - generated short videos in an undergraduate accounting information system course
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The University of the South Pacific (USP) is a regional university, established in 1968, serves twelve independent island nations of the South, Central and North Pacific. In Semester 1 of 2017, an undergraduate introductory accounting information systems course at the University was offered on face-to-face delivery mode. This course was supplemented by an online presence via the University’s learning management system and utilised several tools for its delivery of learning and teaching. One such tool was the use of instructor-generated short videos. At the end of the Semester, data was collected on the student viewership of the videos and a survey was carried out to evaluate the effectiveness and usefulness of the instructor-generated short videos in the course, and to gauge student satisfaction on the overall quality and general appeal of these videos. This paper reports on the findings from the student viewership data and the survey. It also briefly reviews literature on the use o...
The role of instant feedback in improving student understanding of basic accounting concepts
Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ascilite Dunedin 2014 (pp. 634–637), 2014
An Accounting Practice Set that provided immediate feedback was developed in an attempt to accelerate the acquisition of accounting skills by students. A number of metrics were used to measure student engagement in the practice set and to measure if students did acquire accounting skills more rapidly. While results to this stage are still preliminary, through the analysis of Phase One it does appear that many students can gain significant benefit from the practice set. However, there are still a portion of the students that have not engaged.
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This study describes the results of a project that focused on developing an assessment rubric to be used as the assessment criteria for the written thesis of accounting majors and the quality of the coursework during the seminar. We used descriptive analysis and the survey method to collect information for the development work and to examine the effect of the rubric on learning. We find that the rubric has a positive effect on students' understanding, self-assessment, confidence, and integration. We contribute to the extant literature by adding to prior work that has examined factors that can improve students' learning outcomes. By synthesizing theories on approaches to learning and self-regulation, and combining them with literature on self-efficacy and social/academic integration, we bring conceptual clarity to the elements of learning in a course, which consist of written assignments and the accompanying group work. The paper demonstrates a way to help university students to learn via explicit assessment rubrics, and thus offers novel ideas for accounting educators.
Challenges Faced in the Delivery of the Subject of Accounting at the Under Graduate Level
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The changing business environment due to globalization, liberalization and privatization has posed challenges for the Accounting Education in India. It is being felt that the present accounting education system in India has failed to keep pace with the requirements of the changing corporate world. There is a lack of practical application of the accounting theory. With growing demand for professionals in the field of Accounting, the task of preparing the industry ready accounting professionals is more challenging than ever. Hence in this context the accounting educators and accounting professionals should find out the ways and means of restructure and redesign the accounting curriculum so as to meet the challenges of change in the business and corporate world. The need of the hour is to reduce the gap between the accounting education imparted and its practical applicability in the real business situations and increase the employability of the accounting graduates. The present study t...
PRACTICAL STUDENT ENGAGEMENT DESIGN IN ACCOUNTING COURSES
Building an accounting course to engage students in practical application of accounting concepts can be a challenge, especially if the student is not targeting a career in the accounting profession. Textbooks are often not written for the non-accounting manager, and those that may be written towards the non-financial manager, often leave out the depth of topics and concepts necessary for a future non-financial manager to be able to effectively apply the information they are learning in an accounting course. The challenges not only include how to engage the student in the course assignments but to also engage the faculty in making the course engaging in the design of assignments, readings, and application exercises. Engagement in course design must have engagement of the faculty, research by the faculty, and a focus on the learning style of the student. The following is a review of a course design that focused on the following principles: unique books and information sources, application of material focused on what a non-financial manager may experience, and use of video supplements.