Examining the contribution of diverse feedback perspectives during a work-integrated learning intervention

Q1 Social Sciences

Journal of Accounting Education Pub Date : 2024-10-10 DOI:10.1016/j.jaccedu.2024.100931

Erin Jade Twyford , Bonnie Amelia Dean

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引用次数: 0

Abstract

This research emphasises the vital role of diverse forms of feedback for enhancing student learning during work-integrated learning (WIL) activities. Through a case study involving second-year undergraduate accounting students at an Australian university, this paper explores how a WIL intervention facilitated feedback from multiple stakeholders, including self-assessment, peer evaluation, academic instructors, and industry experts. The findings reveal that incorporating diverse forms of feedback offers students a broader perspective on their performance and areas for improvement. This study highlights how integrating a range of feedback mechanisms into the curriculum can not only deepen students’ appreciation of the value of feedback but also enhance their capacity for self-reflection and continuous personal and professional growth. The paper contributes to educational practices by providing insights into how varied feedback sources can be leveraged to foster more effective learning outcomes, preparing students to be more adaptable and responsive to feedback in their future careers.

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在工作一体化学习干预过程中考察不同反馈观点的贡献

这项研究强调，在工作综合学习（WIL）活动中，多种形式的反馈对于促进学生的学习具有重要作用。通过对澳大利亚一所大学会计专业二年级本科生的案例研究，本文探讨了工作综合学习干预如何促进来自多方利益相关者的反馈，包括自我评估、同行评价、学术导师和行业专家。研究结果表明，多种形式的反馈为学生提供了一个更广阔的视角，让他们了解自己的表现和需要改进的地方。本研究强调了将各种反馈机制纳入课程不仅能加深学生对反馈价值的认识，还能提高他们的自我反思能力，促进个人和专业的持续发展。本文深入探讨了如何利用各种反馈来源促进更有效的学习成果，为学生在未来的职业生涯中更好地适应和应对反馈做出准备，从而为教育实践做出贡献。

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.