Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices : a learning community approach to assessment

Journal article


Taylor, Sue, Ryan, Mary and Pearce, Jon. (2015). Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices : a learning community approach to assessment. Higher Education Research and Development. 34(6), pp. 1251-1269. https://doi.org/10.1080/07294360.2015.1024625
AuthorsTaylor, Sue, Ryan, Mary and Pearce, Jon
Abstract

Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. Maintaining the competitive edge has seen an increase in public accountability of higher education institutions through the mechanism of ranking universities based on the quality of their teaching and learning outcomes. As a result, assessment processes are under scrutiny, creating tensions between standardisation and measurability and the development of creative and reflective learners. These tensions are further highlighted in the context of large undergraduate subjects, learner diversity and time-poor academics and students. Research suggests that high level and complex learning is best developed when assessment, combined with effective feedback practices, involves students as partners in these processes. This article reports on a four-phase, cross-institution and cross-discipline project designed to embed peer-review processes as part of the assessment in two large, under-graduate accounting classes. Using a social constructivist view of learning, which emphasises the role of both teacher and learner in the development of complex cognitive understandings, we undertook an iterative process of peer review. Successive phases built upon students’ feedback and achievements and input from language/learning and curriculum experts to improve the teaching and learning outcomes.

Keywordsaccounting; assessment; collaboration; peer review; reflective learning; student engagement; web-based learning
Year01 Jan 2015
JournalHigher Education Research and Development
Journal citation34 (6), pp. 1251-1269
PublisherRoutledge
ISSN0729-4360
Digital Object Identifier (DOI)https://doi.org/10.1080/07294360.2015.1024625
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/07294360.2015.1024625
Open accessPublished as non-open access
Research or scholarlyResearch
Page range1251-1269
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Print22 May 2015
Publication process dates
AcceptedMay 2015
Deposited20 May 2024
Additional information

© 2015 HERDSA.

Place of publicationUnited Kingdom
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