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Modified problem-based learning in accounting curriculum

conference contribution
posted on 06.12.2017, 00:00 by Lee Yao, C Liu, S Chan
This paper proposes the use of a bounded problem based learning (BPBL) approach in an accounting curriculum. Studies have shown that PBL is designed to (1) promote lifelong learning, (2) integrate theory with practice, (3) develop soft skills and (4) confront multifaceted problems, hence aiding in students’ exposure to the real world. Little research has been done on the use of PBL in an accounting context. This paper argues for and serves as a guide for the use of a BPBL approach in multidisciplinary accounting modules. Results from our exploratory study indicates that students generally prefer the BPBL approach and there was significant intelligence improvement observed from using this approach.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Parent Title

IAAER 11th World Congress of Accounting Educators and Researchers, Singapore,4-6 November 2010.

Start Page

51

Start Date

01/01/2010

Location

Singapore

Publisher

IAAER - International Association for Accounting Education & Research

Place of Publication

Dayton, OH

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Loyola University (New Orleans, La.); Not affiliated to a Research Institute; University of Winnipeg; Washington State University;

Era Eligible

No

Name of Conference

World Congress of Accounting Educators and Researchers

Exports

CQUniversity

Exports