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The experience of deep learning by accounting students

journal contribution
posted on 06.12.2017, 00:00 by Martin TurnerMartin Turner, R Baskerville
This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how they learn. A key finding is that it is possible to support a large proportion of students to experience deep learning through use of individualised, authentic assessed learning tasks with regular formative and summative feedback as part of an integrated set of interventions. An implication of this study is the need to support accounting students to experience deep learning in first year courses to enable them to develop personal capabilities in their later university studies.

History

Volume

22

Issue

6

Start Page

582

End Page

604

Number of Pages

23

ISSN

0963-9284

Location

London

Publisher

Taylor & Francis Group

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Learning and Teaching Education Research Centre (LTERC); School of Business and Law (2013- ); Victoria University College (Wellington, N.Z.);

Era Eligible

Yes

Journal

Accounting education : an international journal.