A1 Refereed original research article in a scientific journal

The context-specific conceptions of learning in case-based accounting assignments, students' characteristics and performance




AuthorsMoilanen S

PublisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

Publication year2017

JournalAccounting Education

Journal name in sourceACCOUNTING EDUCATION

Journal acronymACCOUNT EDUC

Volume26

Issue3

First page 191

Last page212

Number of pages22

ISSN0963-9284

DOIhttps://doi.org/10.1080/09639284.2016.1274915(external)

Web address https://api.elsevier.com/content/abstract/scopus_id/85010644513(external)


Abstract
The present study contributes to accounting education literature by describing context-specific conceptions of learning related to case assignments, and by exploring the associations between the conceptions of learning, students' characteristics and performance. The data analysed consist of 1320 learning diaries of 336 students, connected with students' characteristics and course grades. The results are in line with earlier studies in that most students in accounting describe reproductive conceptions of learning. However, instead of only increasing knowledge, case assignments seem to emphasise the application of knowledge to real life. Furthermore, the conception of learning seems to be associated with performance in the course and the age of the student. Since no positive development of the conceptions of learning is visible during the course, using case assignments as such does not seem to solve the problem of reproductive conceptions. Therefore, how case assignments are used in teaching needs to be carefully considered.



Last updated on 2024-26-11 at 20:51