tailieunhanh - Using the IGCRA (individual, group, classroom reflective action) technique to enhance teaching and learning in large accountancy classes
Building on theoretical frameworks in the areas of cognitive learning, social development, and dialogical learning, the technique uses reports to promote reflection on both learning and teaching. IGCRA was found to promote feedback on the effectiveness of student, as well as teacher satisfaction. Moreover, the results indicated formative feedback can assist to improve the learning and learning environment for a large group of first year accounting students. Clear guidelines for its implementation are provided in the paper. | Journal of Technology and Science Education USING THE IGCRA (INDIVIDUAL, GROUP, CLASSROOM REFLECTIVE ACTION) TECHNIQUE TO ENHANCE TEACHING AND LEARNING IN LARGE ACCOUNTANCY CLASSES 1 Cristina Poyatos Matas , Chew Ng, Olav Muurlink 1 Griffith University Brisbane, Australia Abstract First year accounting has generally been perceived as one of the more challenging first year business courses for university students. Various Classroom Assessment Techniques (CATs) have been proposed to attempt to enrich and enhance student learning, with these studies generally positioning students as learners alone. This paper uses an educational case study approach and examines the implementation of the IGCRA (individual, group, classroom reflective action) technique, a Classroom Assessment Technique, on first year accounting students’ learning performance. Building on theoretical frameworks in the areas of cognitive learning, social development, and dialogical learning, the technique uses reports to promote reflection on both learning and teaching. IGCRA was found to promote feedback on the effectiveness of student, as well as teacher satisfaction. Moreover, the results indicated formative feedback can assist to improve the learning and learning environment for a large group of first year accounting students. Clear guidelines for its implementation are provided in the paper. Keywords - Classroom Assessment Techniques (CATs), formative teaching assessment, reflective learning and teaching 1 INTRODUCTION Accounting educators have stressed the importance of the first accounting course taken by students at university [1-2] in shaping their future encounters with the subject and the profession. It is therefore not surprising to see that a significant amount of research has been conducted in this area. Initially, researchers aimed to ascertain whether prior accounting education had an impact on the performance of students in first year introductory accounting
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