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Change in conception of learning : a missing ingredient to support deep learning

conference contribution
posted on 06.12.2017, 00:00 by Martin TurnerMartin Turner, R Baskerville
There is evidence a large proportion of accounting students experience low-level conception of learning when studying accounting at university (Lord and Robertson, 2006), which has a strong relationship to surface learning. This study examines how to support accounting students to experience high-level conception of learning. Phenomenography is used to study the experience of learning of students in a third year undergraduate accounting course. A key finding of this study is that it is possible to support a large proportion of students to experience high-level conception of learning; and such a change is needed to be undertaken for offerings to first year students.

History

Parent Title

Accounting & Finance Association of Australia and New Zealand (AFAANZ) Conference, Darwin, 3-5 July 2011.

Start Page

1

End Page

27

Number of Pages

27

Start Date

01/01/2011

Finish Date

01/01/2011

Location

Darwin, N.T.

Publisher

AFAANZ]

Place of Publication

Australia

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Conference; Faculty of Arts, Business, Informatics and Education; Learning and Teaching Education Research Centre (LTERC); Victoria University of Wellington;

Era Eligible

Yes

Name of Conference

Accounting & Finance Association of Australia and New Zealand. Conference