A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
The context-specific conceptions of learning in case-based accounting assignments, students' characteristics and performance
Tekijät: Moilanen S
Kustantaja: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Julkaisuvuosi: 2017
Journal: Accounting Education
Tietokannassa oleva lehden nimi: ACCOUNTING EDUCATION
Lehden akronyymi: ACCOUNT EDUC
Vuosikerta: 26
Numero: 3
Aloitussivu: 191
Lopetussivu: 212
Sivujen määrä: 22
ISSN: 0963-9284
DOI: https://doi.org/10.1080/09639284.2016.1274915
Verkko-osoite: https://api.elsevier.com/content/abstract/scopus_id/85010644513
Tiivistelmä
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.
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.
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