Do team-based written or video explanations of course content enhance accounting students’ knowledge, communication, and teamwork skills?

Q1 Social Sciences

Journal of Accounting Education Pub Date : 2023-11-22 DOI:10.1016/j.jaccedu.2023.100873

Marchantia Pollock , Astrid Schmulian , Stephen A. Coetzee

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引用次数: 0

Abstract

This study explores students’ knowledge, communication, and teamwork skills development when using team-based explanations, in either written or video mode, during an assessment for learning in a competency-based accounting education context. Both modes of team-based explanation, written or video, seem to enhance conceptual and transfer knowledge among weaker and moderate-performing students. When viewed as an interconnected and indivisible process, the video explanation mode appears more beneficial for top-performing students’ conceptual knowledge development than the written explanation mode. The team-based video explanation mode also appears to be the preferred method for developing teamwork skills, while both modes are perceived as beneficial for developing communication skills. Overall, the video mode of a team-based explanation assessment for learning appears to be the favored choice, as it facilitates whole-class knowledge development while also allowing greater opportunities for students’ teamwork and communication skills development in a competency-based education context.

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以团队为基础的书面或视频讲解课程内容是否能提高会计学生的知识、沟通和团队合作能力?

本研究探讨了在以能力为基础的会计教育背景下，在使用书面或视频模式的团队解释时，学生的知识，沟通和团队合作技能的发展。两种以团队为基础的解释模式，无论是书面的还是视频的，似乎都能在表现较差和中等表现的学生中增强概念知识和转移知识。当将视频讲解模式视为一个相互联系、不可分割的过程时，视频讲解模式比书面讲解模式更有利于高水平学生的概念知识发展。以团队为基础的视频讲解模式似乎也是培养团队合作技能的首选方法，而这两种模式都被认为有利于培养沟通技能。总体而言，基于团队的学习解释评估的视频模式似乎是更受欢迎的选择，因为它促进了整个班级的知识发展，同时也为学生的团队合作和沟通技巧的发展提供了更多的机会。

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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来源期刊

Journal of Accounting Education Social Sciences-Education

CiteScore

4.20

自引率

0.00%

发文量

期刊介绍： The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.