Assessing the Impact of Team Based Learning and the Examination Performance of Undergraduate Taxation Law Students

P. Kenny
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引用次数: 2

Abstract

A number of forces push towards innovation and the acceptance of new teaching methods in Australian university business schools. Large class sizes and diversity of the student population often characterised by a significant international student cohort, the increasing complexity of topics (such as taxation law) and the growing pressures on school funding and teaching resources. The move towards greater accountability for research outputs also places added time pressure on academics to maintain teaching quality. Additionally, with the rising use of teams in organisations there is a demand by employers for employees that can effectively work in teams (Eisenhardt et al 1997) . In this context team based learning (herein after referred to as TBL) was trialled by the author in undergraduate tax law tutorials in 2010. Given that there is no known research into the use of TBL in respect of teaching Australian taxation law to university business students in tutorials, this study aims to assess its effectiveness. This TBL experiment was conducted on final year business university students studying an introductory taxation law topic covering taxation policy, goods and services tax and income tax. First, this paper defines team based learning and examines the mooted benefits. The paper then provides a theoretical underpinning for the TBL experiment. The TBL experiment is detailed and then its findings are analysed.
评估团队学习对税法本科学生考试成绩的影响
许多力量推动着澳大利亚大学商学院的创新和对新教学方法的接受。大班级规模和学生群体的多样性通常以大量的国际学生群体为特征,主题日益复杂(如税法)以及学校资金和教学资源日益增长的压力。对研究成果加强问责制的举措也给学术界带来了额外的时间压力,以保持教学质量。此外,随着组织中团队的使用越来越多,雇主需要能够有效地在团队中工作的员工(Eisenhardt et al . 1997)。在这种背景下,作者于2010年在大学生税法教程中尝试了基于团队的学习(以下简称TBL)。鉴于没有已知的研究使用TBL在澳大利亚税法教学方面的辅导,以商业大学的学生,本研究旨在评估其有效性。这个TBL实验是在商业大学最后一年级的学生中进行的,他们正在学习税法入门主题,包括税收政策,商品和服务税以及所得税。首先,本文定义了基于团队的学习,并考察了其潜在的好处。然后,本文为TBL实验提供了理论基础。详细介绍了TBL实验,并对实验结果进行了分析。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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